PGCert Primary Education With Recommendation for Qualified Teacher Status

Transcription

1 PGCert Primary Education With Recommendation for Qualified Teacher Status School Experience Handbook The information contained in this handbook is accurate at the time of going to press. However the University reserves the right to amend it as necessary.

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3 Acronym ABL AfL APP BB CL CSE DBS DfE DSE EAL FSE G&T HEA HEI ICT IEP INA INSET ITE KS LA LSA MARRA NASBTT NC NQT Ofsted PCK PDU PLAP PLR PoS PP PPA PPD PPMG PRU PSHE QCA QTLS QTS SATs SE SEND/ SEN SENCO SK SSP TA TDA TPO TS UCET List of Abbreviations Term Advanced Bilingual Learner Assessment for Learning Assessing Pupil s Progress BlackBoard Learn Cluster Leader Consolidation School Experience Disclosure and Barring Service Department for Education Development School Experience English as Additional Language Foundation School Experience Gifted & Talented Higher Education Academy Higher Education Institute Information and Communications Technology Individual Education Plan Individual Needs Assignment In-Service Training Initial Teacher Education Key Stage Local Authority Learning Support Assistant Monitoring, Assessment, Recording, Reporting and Accountability National Association of School Based Teacher Trainers National Curriculum Newly Qualified Teacher Office for Standards in Education, Children's Services and Skills Pedagogical Content Knowledge Partnership Development Unit Professional Learning Action Plan Professional Learning Record Programme of Study Pebblepad Planning, Preparation and Assessment Profile of Professional Development Primary Partnership Management Group Pupil Referral Unit Personal, Social, Health and Economic Education Qualifications and Curriculum Authority Qualified Teacher Learning and Skills Qualified Teacher Status Statutory Assessment Tests School Experience Special Educational Needs & Disability/ Special Educational Needs Special Educational Needs Co-ordinator Subject Knowledge Systematic Synthetic Phonics Teaching Agency Training and Development agency for Schools Taught Programmes Office Teaching Standard Universities Council for the Education of Teachers 3

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5 WELCOME TO EDUCATION AT LONDON... 7 WELCOME FROM THE COURSE LEADERS... 8 WELCOME FROM THE PARTNERSHIP DEVELOPMENT UNIT... 9 PARTNERSHIP MODEL OF TRAINING SECTION 1 ESSENTIAL INFORMATION PLACEMENT DATES MEETING AND TRAINING DATES OVERVIEW OF PGCERT (PRIMARY) CORE PROGRAMME OVERVIEW OF PGCERT (PRIMARY) SCHOOL DIRECT PROGRAMME LINES OF COMMUNICATION PATTERN OF SCHOOL EXPERIENCE FSE/DSE (7 AND 5 WEEKS) PATTERN OF SCHOOL EXPERIENCE CSE AN INTRODUCTION TO THE ROLES OF TUTORS INVOLVED IN THE PARTNERSHIP PRE-SCHOOL EXPERIENCE CHECKLIST CHECKLIST FOR STARTING EACH SCHOOL EXPERIENCE SECTION 2 THE PARTNERSHIP AGREEMENT BRUNEL POST GRADUATE CERTIFICATE OF EDUCATION PRIMARY PARTNERSHIP AGREEMENT SECTION 3 INFORMATION FOR STUDENTS GUIDANCE ON PROFESSIONALISM, SAFETY AND INSURANCE GUIDANCE ON PLANNING Medium Term Planning Individual Lesson Planning GUIDANCE ON ASSESSMENT GUIDANCE ON THE TWO SCHOOL EXPERIENCE FILES File 1: Planning and Teaching FILE 2: MARRA PROFESSIONAL LEARNING RECORD (PLR) SECTION 4 INFORMATION FOR TUTORS GUIDANCE ON DIFFERENTIATED SUPPORT FOR STUDENTS Developing an Individualised Training Plan Working with Students in Paired Placements Students Observations of Experienced Teachers Team Teaching Approaches Developing the Subject Knowledge of your Student Using the Brunel University London Observation Form Curriculum Planning Requirements Students Assessment of Pupils School Based Mentor Weekly Checklist SUPPORTING STUDENTS IN TEACHING THE CORE SUBJECTS English Mathematics Science ICT GUIDANCE ON ASSESSING STUDENTS FSE DSE and CSE Focus Plan SCHOOL-BASED & PROFESSIONAL MENTORS KEY GUIDANCE REFERENCE SHEET LINK TUTOR PROMPT SHEET Paired Placements - A Suggested Programme Paired Placements - Guidance for students when not leading teaching Paired Placements - Guidance on Peer Reviews FILE SCRUTINY CHECKLIST FOR LINK TUTORS DSE CSE Lesson Feedback Record Template Lesson Feedback Record Guidance

6 SECTION 5 FOUNDATION SCHOOL EXPERIENCE TRAINING TASK SCHEDULE SECTION 6 - DEVELOPMENT SCHOOL EXPERIENCE TRAINING TASK SCHEDULE SECTION 7 CONSOLIDATION SCHOOL EXPERIENCE TRAINING TASK SCHEDULE SECTION 8 - PROFESSIONAL LEARNING RECORD (PLR) SECTION 9 BLANK PROFORMAS WEEKLY OVERVIEW MATHEMATICS LESSON PLAN ENGLISH AND GENERAL LESSON PLAN ASSESSMENT TRAIL CHECKLIST KEY LEARNING OBJECTIVES PLANNER FOCUS GROUP ASSESSMENT RECORD WHOLE CLASS TRACKING RECORD (CORE SUBJECTS) DSE - ASSESSMENT CHECKLIST CSE CONSOLIDATION PHASE - ASSESSMENT CHECKLIST LESSON OBSERVATION PROFORMA (STUDENT OBSERVING EXPERIENCED TEACHER) SECTION 10- EXAMPLES OF COMPLETED PROFORMAS EXAMPLE OF A COMPLETED WEEKLY PROFESSIONAL LEARNING RECORD EXAMPLE OF A COMPLETED FOCUS PLAN APPENDIX 1 - PROCEDURES RELATING TO SCHOOL EXPERIENCE APPENDIX 2 INDIVIDUAL NEEDS ASSIGNMENT (INA) GUIDANCE SUBMISSION DATE: AIM GUIDANCE POSTER PRESENTATION

7 WELCOME TO EDUCATION AT LONDON Welcome to the PGCert Primary programme. To students, I extend my thanks for choosing to study at Brunel and, to Mentors and Class teachers, thank you for your essential contribution to the PGCert Primary Education programme. At Brunel, we are proud of our long-standing primary initial teacher education partnership. Indeed, Brunel University London s predecessor colleges are some of the oldest colleges of teacher education in the British Commonwealth, with one (the Borough Road College) dating back to Formal partnerships with primary schools date back to the 1980s, well before they were made statutory in So, over time, we have been able to evolve effective ways of integrating university and school-based work and opportunities for professional learning. The PGCert Primary programme is subject to rigorous ongoing revision and development to reflect the changing nature of primary education in the wider context of Government policy and legislation. This process is facilitated by our close working relationship with our partner schools through the Primary Partnership Management Group (PPMG), which comprises head teachers/senior teachers from partner schools and members of the Brunel primary teaching team and our Partnership Development Unit. The Brunel Primary Partnership takes pride in the high level of expertise and wide range of experience of our staff at all levels. These are attributes that enable us to state confidently that our students receive the best possible training and leave Brunel prepared to embrace the challenges and reap the rich rewards of teaching in primary schools. The high quality of our programme has been recognised by Ofsted as outstanding and also by the schools with which we work - and by our former students. Our programme is distinctive, innovative and known to be of a very high quality. As Head of Education at Brunel, I send my very best wishes to every student for what I know will be a stimulating and thoroughly rewarding year. To our partner schools, thank you once again for working with us this year. We look forward to an ever closer, collaborative partnership and wish you and your staff every success. Professor Viv Ellis Head of Subject in Education 7

8 WELCOME FROM THE COURSE LEADERS At Brunel University London we believe in the strength of our Partnership model of training where schools and Initial Teacher Educators work together to provide the best training possible. We aim to provide a quality and robust training programme that reflects high expectations and standards. Although we aim for all of our students to meet the Teaching Standards, we believe that well-rounded students will not only be assessment-driven but will also get involved in the many exciting aspects of primary school life. Our students are encouraged to be innovative and conscientious professionals who take their professional roles seriously. We always welcome new ideas from schools and encourage school-based staff to feedback on aspects of the course, which they feel they can contribute towards. We are always keen to hear from schools that are leading innovative and exciting projects so that we can celebrate the work of Partnership schools within University-based sessions and on our information screen within the education building. If you are a senior member of staff within school, we encourage you to join our Primary Partnership Management Group (PPMG) so that you can contribute and share your expertise at termly meetings. We also have Steering Groups for mathematics, literacy and science, so if your subject leaders wish to join us on these groups, please contact us. This academic year we are continuing our new Curriculum Enhancements pathways and we look forward to sharing these outcomes with the Partnership. The course leaders can be contacted at: ray.huntley@brunel.ac.uk or lorraine.mccormack@brunel.ac.uk We look forward to working with you in partnership. Dr Ray Huntley PGCert Primary Course Leader Dr Lorraine McCormack PGCert Primary Course Leader 8

9 WELCOME FROM THE PARTNERSHIP DEVELOPMENT UNIT Partnership with schools is at the heart of the Primary Initial Teacher Education offered by Brunel University London and the Partnership Development Unit (PDU) works hard to ensure that all partners are well supported throughout. One of our principal roles is to ensure that all students have high quality school experiences during their practical teaching placements. Placements are arranged in our partner schools across a wide geographical area that encompasses several London boroughs, unitary authorities and LAs north, west and south of London. Student teachers, therefore have opportunities to work in a wide variety of environments from small rural schools to large urban primary settings. Our partnership schools include faith schools (Roman Catholic, Church of England, Sikh, Jewish and Muslim Voluntary Aided), Academies, Independent schools (that follow the NC) and schools and units for pupils with Special Educational Needs. Many of our schools are in multicultural areas and students often have the opportunity to work with pupils for whom English is an additional language. Our recent Ofsted inspection report identified the preparation of student teachers for teaching pupils in a diverse society as one of our Outstanding features. We also have developed Paired Placements in order to support student teachers in developing skills in collaboration in the classroom which is an additional benefit of our programme. Every effort is made to place student teachers in schools that are conveniently located for ease of travel, but you will appreciate that this cannot always be possible and inevitably a small number will be expected to travel a relatively long way to their school. We sincerely appreciate all of your efforts on behalf of our student teachers and you concerns when travel is not ideal. It is our mission to provide for each student teacher support and opportunities that enable them to excel in attaining QTS. In our work in ITE we seek at all times to demonstrate the values of consideration, co-operation, commitment, creativity and understanding. 9

10 PARTNERSHIP MODEL OF TRAINING The one-year PGCert Primary course is a partnership between the University and schools. We work together to support and educate students to the highest possible standard. University Based Training Whilst at the University, students engage in developing the academic and theoretical aspects of teaching and learning. The Investigating Professional Practice strand of the course provides a broad overview of major issues and challenges in teaching and learning, to include some of the current key debates. This is held at the beginning of the course to ensure students have a solid understanding of these broad aspects at a national level before embarking on their sustained school experience, which is useful in terms of setting the context for school-based learning. Students are regularly engaged in collaborative learning activities as an integral part of their training. These experiences enable students to develop confidence in presenting to a critical and diverse audience and develop presentation skills required for the classroom. Universitybased training is designed to improve students subject knowledge in core curriculum subjects; regular subject knowledge audits ensure that students are reflective and aware of their future training needs to become highly effective teachers. Members of the Partnership play a central role in university-based teaching as they form part of the teaching team, providing valuable up-to-date input in key areas and help to raise awareness of current issues and challenges. Members of the PPMG have an understanding of the aims and objectives of the taught course; their input on the content is sought regularly basis through action groups and meetings. This year, staff from Curriculum Enhancement schools are encouraged to become members of the PPMG and take a more active role in team teaching approaches. School-Based Training While students are in schools, their training needs are supported by the school-based mentor. A university-appointed Link Tutor oversees the training and quality assurance matters through planned visits and is the first point of contact with the university. The Link Tutor can be contacted via or phone if a training matter needs to be discussed. Contact details are exchanged at the start of the programme. Students can contact their Personal Tutors for additional support and advice where appropriate. The fast pace of the one-year programme inevitably means that, within the university-based elements of the taught course, students do not receive extensive training in all curriculum areas. During school-based training they will require focused support in planning, preparation, assessment systems and so on from their class teachers and mentors. Different schools adopt different systems and it is vital that students can use the systems in place and understand the rationale behind them. While students are introduced to these themes in university, the Weekly Training Task Schedule outlines tasks that students need to complete in school, ensuring that students develop requisite pedagogical knowledge and skills. Initial Teacher Education (ITE), like primary schooling, is closely monitored, both by the Teaching Agency (TA) and Ofsted and students are required to meet the Teachers Standards (DfE, 2012). School-based experience forms a central part of students progression towards meeting these Standards and school-based mentors therefore play an essential role in developing the competence and confidence of every student. Students are required to provide evidence of competence in each of the eight Standards and therefore it is important that their progress is reviewed regularly and consistently at agreed contact points to ensure that the best training opportunities are provided. 10

11 THE PRIMARY PARTNERSHIP WEBSITE The Primary Partnership Website can be accessed at: This site provides a useful link to: > Partnership information > Partnership Development Unit > Mentor / Link Tutor training sessions > Important dates > Professional development > Electronic copies of all key paperwork > Information about our Enhanced Partnership If there is anything else you would like to see on this site please contact Dr Ray Huntley who oversees the content of this website: ray.huntley@brunel.ac.uk MENTOR AND LINK TUTOR TRAINING Training is held at Brunel University London and in schools. Attendance at training sessions is a Teaching Agency requirement and part of the Partnership Agreement, enabling all members of the Partnership to be informed of government requirements including national priorities for the training of teachers and up to date information on the course. This is also an invaluable forum for university and school partners to discuss issues of common interest and concern. Mentor training is provided which will ensure that those who are new to the Brunel Partnership receive detailed input about the role and paperwork. Experienced mentors will continue to have the opportunity to update their knowledge as well as support new mentors. This training will provide an overview of the following key areas: > The Teaching Standards (TS) (2012) The training will outline the Standards and how to interpret these within the context of the primary classroom. It will develop an understanding of how to support your student in meeting these Standards. > Assessment of Students (at the interim point and end of their placement) The training will include input on assessment-related paperwork. It will explain how students are assessed at the final Link Tutor visit and the necessary evidence needed to support judgements concerning individual progress and targets for the final school experience or NQT year as appropriate. > Moderation of Assessment Training will also ensure that students have been assessed fairly across Partnership schools and ensure that all those involved in the assessment process are clear about university-based systems. NB: we engage in a rigorous moderation process, whereby senior members of University-based staff assess Link Tutors' final assessments of students. This process is designed to ensure that all assessments of attainment are conducted in line with university procedures in a consistent style. 11

12 As well as University-based training, Link Tutors support class teachers by providing in-school mentor training where needed. This ensures that the needs of the school and individual teachers are met. This training may be one-to-one approach or as small group sessions. Should your school feel that there is a clear training need in a particular area, please contact the PDU for information (sse-pdu@brunel.ac.uk). All training dates are indicated in the Essential Information section. AIMS OF THE HANDBOOK Whether you are new to the Brunel Partnership, an experienced trainer or a student teacher, we hope you will find this handbook useful and informative. University-based input for student teachers, mentors and Link Tutors will provide additional input on interpreting and implementing this guidance within the school context. This handbook is set out in eight main sections and is written to support students, Link Tutors and school-based staff. We have compiled all explanatory information and key proformas in one handbook so that all audiences are fully aware of the training and learning needs of each other. We believe that this will ensure a more effective and informed training model. An electronic version of this handbook is also available on our Primary Partnership Website. 12

13 Section 1 Essential Information Please see the calendar for PGCert Primary Core and School Direct programmes which outline the overview of the course week-by-week. Placement Dates. Foundation School Experience (FSE): Monday 3 rd November - Friday 19 th December 2014 Development School Experience (DSE): Monday 5 th January Friday 6 th February 2015 Consolidation School Experience (CSE): Day Visit: Wednesday 12 th February 2015 Action Planning weeks: Monday 23 rd February to Friday March 6 th 2015 Consolidation Phase: Monday 9 th March - Friday 27 th March 2015 Monday 13 th April Friday 15 th May 2015 Alternative Settings: Afternoons of Wednesday 22 nd April and Wednesday 29 th April 2015 NB: Please note that there is a Teachers Fair on Friday 9th January 2015 (1-3pm) at Brunel University London and attendance is compulsory for all students. Students will receive useful information on job applications and processes. NB: From time to time, school holiday dates will vary across Boroughs. Students are advised to follow the school pattern and seek advice from their Personal Tutors where necessary. There are two afternoons set aside towards the end of CSE where students can spend the time in an alternative setting. For example, they might visit a Special School, a PRU, a nursery or a school which reflects greater ethnic diversity than their current setting. Students are responsible for arranging this alternative setting themselves and negotiate it through peers on the programme. If necessary, the dates for these visits can be reorganised in discussion with students and mentors. Provided below is a brief overview of the activities students will be expected to engage in during their experiences in school. Further detailed descriptions of these training opportunities are given in the Training and Task Schedule in sections 5-7 of this handbook. 13

14 Meeting and Training dates Primary Partnership Management Group (PPMG) Meetings There will be one meeting each half term for this group. There are currently meetings set for September 17 th 2014, January 14 th, March 19 th and June 3 rd Mentor Training FSE/DSE: Weeks commencing October 20 th 2014 and December 1 st 2014 CSE: Weeks commencing February 9 th and March 9 th 2015 Mentor training will take place in partnership schools, under the direction of cluster leaders. Exact dates and times will be arranged by the cluster leaders. Link Tutor Training Friday 17 th October 2014, 10.00am pm Teachers Standards Preparation for FSE & DSE Profile of Progress Meet students Friday 6 th February 2015, 10.00am-12.30pm Moderation of assessment Evaluation of DSE Friday 15 th May 2015, 10.00am pm Moderation of assessment Evaluation of CSE 14

15 Week Number Overview of PGCert (Primary) Core Programme Week beginning Overview (Week-by-week view) Location 1 25/08/2014 Induction day: 29 th August Campus Based 2 01/09/2014 Initial School Experience School Based 3 08/09/2014 Initial School Experience School Based 4 15/09/2014 Induction week Campus Based 5 22/09/2014 ED55016 Module input Campus Based 6 29/09/2014 ED55017 & ED5600 Module input Campus Based 7 06/10/2014 ED55017 & ED5600 Module input Campus Based 8 13/10/2014 ED55017 & ED5600 Module input Campus Based 9 20/10/2014 ED55017 & ED5600 Module input Campus Based 10 27/10/2014 ED55017 & ED5600 Module input Campus Based 11 03/11/2014 Foundation School Experience School Based 12 10/11/2014 Foundation School Experience School Based 13 17/11/2014 Foundation School Experience School Based 14 24/11/2014 Foundation School Experience School Based 15 01/12/2014 Foundation School Experience School Based 16 08/12/2014 Foundation School Experience School Based 17 15/12/2014 Foundation School Experience School Based 18 22/12/2014 Self-Study /12/2014 Self-Study /01/2015 Development School Experience School Based 21 12/01/2015 Development School Experience School Based 22 19/01/2015 Development School Experience School Based 23 26/01/2015 Development School Experience School Based 24 02/02/2015 Development School Experience School Based 25 09/02/2015 Self-Study /02/2015 ED55017 & ED5600 Module input Campus Based 15

16 Week Number Week beginning Overview Location 27 23/02/2015 Consolidation School Experience School Based 28 02/03/2015 Consolidation School Experience School Based 29 09/03/2015 Consolidation School Experience School Based 30 16/03/2015 Consolidation School Experience School Based 31 23/03/2015 Consolidation School Experience School Based 32 30/03/2015 Self-Study /04/2015 Self-Study /04/2015 Consolidation School Experience School Based 35 20/04/2015 Consolidation School Experience School Based 36 27/04/2015 Consolidation School Experience School Based 37 04/05/2015 Consolidation School Experience School Based 38 11/05/2015 Consolidation School Experience School Based 39 18/05/2015 ED5600 Module Campus Based 40 25/05/2015 NQT Transition Week Campus Based Module Code key: ED5600: Curriculum Enhancement (& Foundation Subjects) ED55016: Investigating Professional Practice ED55017: Learning, Teaching and Assessing the Primary Curriculum 16

17 Week Number Overview of PGCert (Primary) School Direct Programme Week beginning Overview (Week-by-week view) Location 1 25/08/2014 Induction day: 29 th August Campus Based 2 01/09/2014 Initial School Experience Host School 3 08/09/2014 Initial School Experience Host School 4 15/09/2014 Induction week Campus Based 5 22/09/2014 ED55016 Module input Campus Based 6 29/09/2014 ED55017 & ED5600 Module input Campus Based 7 06/10/2014 ED55017 & ED5600 Module input Campus Based 8 13/10/2014 ED55017 & ED5600 Module input Campus Based 9 20/10/2014 ED55017 & ED5600 Module input Campus Based 10 27/10/2014 ED55017 & ED5600 Module input Campus Based 11 03/11/2014 Foundation School Experience Host School 12 10/11/2014 Foundation School Experience Host School 13 17/11/2014 Foundation School Experience Host School 14 24/11/2014 Foundation School Experience Host School 15 01/12/2014 Foundation School Experience Host School 16 08/12/2014 Foundation School Experience Host School 17 15/12/2014 Foundation School Experience Host School 18 22/12/2014 Self-Study /12/2014 Self-Study /01/2015 Development School Experience Alternative School 21 12/01/2015 Development School Experience Alternative School 22 19/01/2015 Development School Experience Alternative School 23 26/01/2015 Development School Experience Alternative School 24 02/02/2015 Development School Experience Alternative School 25 09/02/2015 Development School Experience Alternative School 26 16/02/2015 Self-Study - 17

18 Week Number Week beginning Overview Location 27 23/02/2015 Consolidation School Experience Host School 28 02/03/2015 Consolidation School Experience Host School 29 09/03/2015 Consolidation School Experience Host School 30 16/03/2015 Consolidation School Experience Host School 31 23/03/2015 Consolidation School Experience Host School 32 30/03/2015 Self-Study /04/2015 Self-Study /04/2015 Consolidation School Experience Host School 35 20/04/2015 Consolidation School Experience Host School 36 27/04/2015 Consolidation School Experience Host School 37 04/05/2015 Consolidation School Experience Host School 38 11/05/2015 Consolidation School Experience Host School 39 18/05/2015 ED5600 Module Campus Based 40 25/05/2015 NQT Transition Week Campus Based 41- end of term 01/06/ /07/2015 School Experience (Salaried Route Only) Host School Module Code key: ED5600: Curriculum Enhancement (& Foundation Subjects) ED55016: Investigating Professional Practice ED55017: Learning, Teaching and Assessing the Primary Curriculum 18

19 Lines of Communication Professor Viv Ellis Head of Department Department of Education College of Business, Arts and Social Sciences Halsbury Building Brunel University London Uxbridge Middlesex UB8 3PH Tel: Dr. Ray Huntley Primary Course Leader Department of Education College of Business, Arts and Social Sciences Halsbury Building Brunel University London Uxbridge Middlesex UB8 3PH Tel: Dr. Lorraine McCormack Primary Course Leader Department of Education College of Business, Arts and Social Sciences Halsbury Building Brunel University London Uxbridge Middlesex UB8 3PH Tel: Partnership Development Unit Department of Education College of Business, Arts and Social Sciences Halsbury Building Brunel University London Uxbridge Middlesex UB8 3PH Tel:

20 Pattern of School Experience FSE/DSE (7 and 5 weeks) Time Activities Purpose FSE Weeks 1-2 FSE Weeks 3-4 Students to discuss their Profile of Professional Development (PPD) with class teacher/ school based mentor (they will have already discussed aspects with their university based personal tutor). Planned observation of a systematic synthetic phonics (SSP) lesson. It maybe that this is organised in another classroom with an experienced teacher of phonics as seen appropriate by the mentor. Enter points into the SSP tracker. Plan, deliver and review the storysack to a group of pupils and follow instructions as part of this English directed task. Observation of any discrete or embedded grammar teaching, and a discussion of how grammar is embedded within the curriculum in line with the increase focus. Plan, deliver and review the 'draft' grammar directed task to a group of pupils in line with the instructions as part of this English directed task. Observation of classroom management/ organisation and behaviour for learning techniques across all subject areas (particularly in line with national priorities). Participating in classroom routines and teaching under the direction of the class teacher, to include one session per day which is planned, taught and evaluated by the student (with groups or whole class depending on the student s level of confidence at this stage). Learning about planning, teaching and assessment practices across the foundation subjects. Finding out about the school s planning and assessment frameworks (set up a meeting with the relevant person). Research of key school policies Setting up planning and assessment frameworks for DSE. Planning, teaching and evaluating lessons for the whole class (with support from the class teacher) for 25% of week. Working with groups, individuals or class under the direction of the class teacher for 50% of week. ALL students should engage in the teaching of SSP and grammar at some stage during this phase, and possibly go into another class as seen appropriate by the mentor. SSP: Develop an initial dialogue between the student and mentor so that there is a clear understanding of the school s SSP scheme/ approach. Storysack: Establish confidence in storytelling in an interactive style. Grammar: Establish confidence in delivering an aspect of grammar in a creative and interactive style. Establishing student s knowledge of classroom and school based practices in relation to general organisation and behaviour management. Developing student s confidence in planning, teaching and evaluating lessons with groups (or whole class, if appropriate). Developing knowledge of appropriate planning and assessment frameworks. Develop an understanding of key policies Developing knowledge of appropriate planning and assessment frameworks. Developing student s confidence and competence in planning, teaching and evaluating lessons with whole class. Using appropriate planning and assessment frameworks. Completing directed tasks from university, including directed assessments set in lectures. 20

21 FSE Weeks 5-7 DSE Weeks 1-3 DSE Weeks 4-5 Preparation time for completing assignments, planning directed tasks, displays, etc. for 25% of week. Planning, teaching and evaluating lessons for the whole class for up to 50% of week, with agreement of the mentor. Other work with pupils for 25% or more of the week (e.g. directed tasks, assessment work). 25% preparation time. Planning, teaching and evaluating lessons for the whole class for 50% of week. Other work with pupils for 25% of the week (e.g. directed tasks, assessment work). 25% preparation time. Planning, teaching and evaluating lessons for the whole class for 50% or more of the week, with agreement of the mentor. Other work with pupils for up to 25% of the week (e.g. directed tasks, assessment work). 25% preparation time. Consolidating student s confidence and competence in whole class teaching. Extending student s knowledge of class, teaching of core and foundation subjects. Extending assessment work. Completing directed tasks from University (inc. SSP task). Consolidating further student s confidence and competence in whole class teaching. Extending student s knowledge of class, teaching of core and foundation subjects. Extending assessment work. Completing directed tasks from University (inc. SSP task). Consolidating further student s confidence and competence in whole class teaching. Extending student s knowledge of class, teaching of core and foundation subjects. Extending assessment work. Completing directed tasks from University (inc. SSP task). Pattern of School Experience CSE Time Activities Purpose Serial Visit Observation of classroom management and organisation and some teaching, research of key school policies Action Planning Weeks 1-2 Observation of classroom management and organisation and some teaching of core subjects. This must include a planned observation of a phonics lesson and ideally a partnership planned and taught SSP lesson to build confidence early on. Observation of any discrete and/ or embedded grammar teaching, and a discussion of how grammar is being planned, taught and assessed within the curriculum. Participating in classroom routines and teaching under the direction of the class teacher Establishing student's knowledge of the classroom Develop an understanding of key policies Establishing student's knowledge of the classroom and school to include an understanding of the SSP approach and rationale.. Developing student's confidence in planning, teaching and evaluating lessons with whole class (or groups, if appropriate). Developing knowledge of appropriate planning and assessment frameworks to include SSP. To identify targets for student development for the school experience and write an action plan to address these. 21

22 CSE Weeks 3-4 CSE Weeks 5 6 CSE Weeks 7-10 (you may be able to deliver your storysack again if appropriate). Finding out about school's planning and assessment frameworks (particularly phonics and grammar). Setting up planning and assessment frameworks Students to discuss their PPD with class teacher/ mentor. Planning, teaching and evaluating lessons for the whole class (with support from class teacher) for 25% of the week. Working with groups, individuals or class under the direction of the class teacher for 50% of week. Preparation time for completing assignments, planning directed tasks, displays, etc., for 25% of the week. Planning, teaching and evaluating lessons for the whole class for 50% of the week. Other work with pupils for 25% of week (e.g. directed tasks, assessment work). 25% preparation time. Experience levelling of SATs or other optional tests. Explore the grammar test materials from last year for year 6 pupils. Discuss how pupils are being prepared for the increased focus on grammar. Try to get involved and use your grammar directed task. Planning, teaching and evaluating lessons for the whole class for 80% of the week. 20% PPA time. Experience levelling of SATs or other optional tests. Towards the end of the school experience, students need to have experience of a typical full week of teaching to give them a taste of life as an NQT. Developing student's confidence and competence in planning, teaching and evaluating lessons with whole class. Using appropriate planning and assessment framework. Completing directed tasks from university, including assessments. Consolidating student's confidence and competence in whole class teaching. Extending student's knowledge of class, teaching of core and foundation subjects. Extending assessment expertise. Consolidating student's confidence and competence in whole class teaching. Allowing students to gain experience of typical full week of teaching to give them a taste of their initial year in a full-time post. During School Experience, students should assist and shadow their teacher in playground duties, school trips and attend all planning meetings, staff meetings, INSET days and parent consultations (as judged appropriate by the head teacher and school based mentors).this is a vital part of their training journey. 22

23 An Introduction to the Roles of Tutors involved in the Partnership School-based Mentors A School-based Mentor is usually both the teacher of the class in which the student is placed and the School-Based Mentor of the school. Where the class teacher is not the Mentor, the class teacher will tend to take day-to-day responsibility for the student s progress, whilst the school-based Mentor is responsible for monitoring the overall placement experience, progress and liaison with the University. All roles and responsibilities are outlined in Brunel University London s Primary Partnership Agreement. School-based Mentors complete one formal assessment of the student each week during the School Experience and complete a formal observation sheet (see blank proformas - section 9). A copy should be placed in Section C of the student s MARRA file. There should be a particular focus on the student s subject knowledge. Through negotiation with the Link Tutor, one or more joint observations may be arranged for moderation and/or Mentor development. Joint observations are useful at the early stages of training and facilitate a collaborative dialogue between the student, Mentor and Link Tutor. Link Tutors Link Tutors are university-based mentors. They are responsible, together with the Partnership Officer, for communication between the school, the University and the student. They also provide professional support to schools and students. Where possible, the same Link Tutor will work with a school over a number of placements in order to establish collaborative professional relationships with School-based Mentors. They form part of the quality assurance mechanism to ensure fair and accurate assessment of students in meeting the Standards. Link Tutors make initial contact with the school to establish roles and responsibilities and the pattern of visits for the School Experience. They do this by , telephone or personal visit if possible. A further line of communication between the school and university will be provided by a Cluster Leader - a Link Tutor with responsibility for a group of schools within a specific area. The Cluster Leader will also have a role in the moderation of assessment of students and in ensuring that effective arrangements for quality assurance are in place in schools. During School Experience, the pattern of visits is as follows: FSE 2 visits DSE 1 visit Purpose of Visits By negotiation between Link Tutor and school, two visits are made over FSE/DSE. review student s progress with class teacher and/or School Based Mentor; review and set appropriate targets; review Interim stage assessment and ensure student is working towards agreed targets; ensure that assessment procedures for the final weeks are clear to all parties and a date is set for the final visit; assess student with class teacher and/or School Based Mentor and Link Tutor; collect all necessary paperwork in line with quality assurance mechanisms. 23

24 CSE Weeks visit Weeks visit Purpose of Visits By negotiation between Link Tutor and school, three visits are made over CSE review student's progress with class teacher and/or School Based Mentor; review and set appropriate targets; review Interim assessment and ensure student is working towards agreed targets; ensure assessment procedures for the final weeks are clear to all parties and a date is set for this visit; assess student with class teacher and/or School Based Mentor and Link Tutor; identify areas of strength and those for further development (in preparation for the student to complete their NQT Transition Action Plan upon returning to University at the end of the course). Personal Tutors Each student has a Personal Tutor at the University. The Personal Tutor may need to become involved if the student is experiencing difficulty. Their role will usually involve counselling with the student and/or liaison with the school and Link Tutor to resolve the problem collaboratively. The Partnership Manager The Partnership Manager is responsible for liaison with schools and monitoring the quality of school placements, supporting training for School Mentors, Link Tutors and Cluster Leaders. Organisation, design and development of the Partnership and the Enhanced Partnership are key elements of this role. The Partnership Development Unit Team The Partnership Officer and Administrator co-ordinate and allocate placements, as well as acting a primary liaison with Link Tutors and Cluster Leaders. The PDU team also arrange nominations for and the awarding of the Brunel University London Mentor of the Year - Education (BUMTYE), which is our way of thanking mentors for their phenomenal work with the partnerships student teachers. 24

25 Pre-School Experience Checklist Below is a checklist of things to cover with your student during the periods of time that students spend in school, prior to commencing each sustained school experience. Prepare a brief programme of induction to the school. Direct the student to relevant school policies, documents, information needed in order for them to fit in as smoothly as possible. These documents may be online so the student can download them (e.g. policies in the core subjects, marking and assessment, behaviour, inclusion, race equality, etc.). It is vital that the student is aware of these so that they follow school protocol at all times. Look at the student s PPD file to inform you of their achievements in previous school experiences and in university-based work. Enable the student to observe and make detailed notes of the teaching of at least one English and mathematics lesson. The English lessons should include the following areas in line with timetabling arrangements in the school: one SSP lesson and/ or the teaching of early/ guided reading; any grammar sessions; any poetry input; creative writing. Enable the student to observe and make detailed notes of the teaching of a science lesson and a PE lesson. (Where this is not possible with your own class, please ensure that the student can observe these lessons in another class prior to them teaching these subjects.) Help the student participate in classroom routines under direction of the class teacher. Help the student to work with all the pupils in small groups so they get to learn names and attainment levels, especially in mathematics and literacy. Encourage the student to undertake some small-scale whole class work under direction of the class teacher (e.g. reading a story aloud to the class or small group (the storysack activity), delivering an interactive grammar based activity, and delivering a mental maths starter). Ensure that any teaching is planned and evaluated using the University s proformas. Checklist for starting each School Experience Before the start of the School Experience, please ensure that you and the student have checked that all of the following have been done. Ensure that the student s planning/assessment files are set up properly in sub-sections Review previous paperwork on targets for development Ensure that you as Mentor have shared any non-confidential records on pupils progress and explained any school systems for assessment and record keeping. Show the student the school long/medium term planning formats and discuss the rationale. Ensure the student understands medium term planning procedures and structures, which they need to complete before the SE starts (please share existing lesson plans with them as a starting point and discuss ways of developing these appropriately). Monitor, discuss and approve the student s plans in core and foundation subjects. 25

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27 Section 2 The Partnership Agreement Brunel Post Graduate Certificate of Education Primary Partnership Agreement Academic Year PURPOSE OF THE AGREEMENT The agreement is designed to meet the development needs of student teachers on the full-time Brunel University London PGCert Primary course. The Partner School and the University will jointly contribute to the completion of a student s Training Documents and Professional Learning Record. These register the evidence that the student has met the Teachers' Standards (2012). The agreement has been designed so that the University/School partnership fulfils the Requirements for ITE. It is noted that overall management of the training process, the accreditation of courses and selection of Partner Schools lies with the University. STATEMENT OF VALUES Brunel University London Department of Education believes that the purpose of Initial Teacher Education is to equip teachers with the relevant knowledge, understanding, skills, attitudes and behaviours so that throughout their training they meet the cognitive, physical, emotional, moral, social and aesthetic needs of the pupils in schools. The University is deeply committed to the notion of teachers as reflective practitioners. In order to develop as effective teachers, it is essential that students have opportunities both to practise their classroom skills and to reflect on and develop their practice. To become a reflective practitioner requires close, supportive relationships between Partner Schools and the University. This partnership works to provide the best possible professional environment for student teachers to reach their full potential. The University is committed to deepening and enriching the partnership between schools and the University so that student teachers gain the most from the expertise both of teachers in the classroom and of other school staff. Central to this is the shared understanding between Partner Schools and the University of the training process and the values of education. Brunel University London is committed to equal opportunity for all individuals regardless of race, culture, religion, age, gender or disability and sexual orientation. BECOMING A PARTNER SCHOOL The decision to accept a school s application to become a Partner School will be made by the Partnership Manager in consultation with the Brunel Post Graduate Certificate of Education Course Leaders. SELECTION CRITERIA Selection of schools to become Partner Schools depends on: 1. an endorsement of the commitment to the values of equal opportunities 2. a positive school ethos where students are accepted and welcomed as temporary colleagues 3. commitment of the whole school - staff, governors, parents - to partnership in ITE and to provision of quality training for students 4. clear internal systems for managing the placements with an experienced member of staff taking the lead 5. evidence of: 27

28 a commitment to continuing professional development effective role models who can share their expertise in the curriculum and related areas a positive approach to course development and quality control through a willingness to participate in course development, in-service training for mentors and review procedures 6. willingness to offer a range of involvement in wider aspects of school life (for example pastoral care, PSHE, extra-curricular activities, staff meetings) 7. an overall at least Requires Improvement Ofsted report. WITHDRAWAL FROM THE AGREEMENT Either partner may, following consultation, withdraw from student placements if there is evidence of: 1. changing circumstances which would affect the quality of the training provided 2. changing circumstances, which make collaboration between the partners in respect of student placements impractical. It is understood that all partners will do their utmost to avoid late cancellation of placements and that withdrawal during a placement is reserved for very exceptional circumstances. DE-SELECTION Tutors may decide to de-select after consultation with staff in the Partner School. Schools may be de-selected by the Course Leaders / Strategic Management Group after consultation with the Partner School if there is evidence of an inability to continue to meet the selection criteria. ROLES AND COMMITMENTS THE PARTNERSHIP DEVELOPMENT UNIT will: 1. administer partnership agreements 2. negotiate placements with partner schools and allocate student teachers to them 3. undertake general communications to do with school partnership 4. co-ordinate professional development for mentors 5. ensure that mentors receive appropriate Brunel documentation 6. ensure that consistent quality assurance procedures are implemented throughout the partnership 7. ensure that schools receive funding to support the training of students ( 250 per student in FSE/DSE and 250 per student in CSE). BRUNEL UNIVERSITY LONDON PRIMARY TEAM will: 1. provide the relevant support staff to ensure the fulfilment of the responsibilities of the university, which are specified here 2. handle all matters related to publicity and admissions for the course 28

29 3. handle all administrative matters related to course accreditation, inspection, assessment and examination procedures and quality assurance in consultation with school colleagues 4. manage and co-ordinate the course 5. provide training at suitable times for all staff involved in delivering the course 6. ensure that staff training encompasses inclusion and equal opportunity legislation as it applies to ITE 7. ensure delivery of the university-based elements as described in the PGCert Course Handbook 8. audit each student's subject knowledge understanding and skills, and make arrangements for students to reach all the required Standards by the end of the course 9. provide information on students' academic background, initial audit and interim and final assessments, and facilitate discussion of these between Partner Schools and the university 10. provide personal guidance and support for students through academic staff and access to expert counselling, if required, through Student Services and/or the Students' Union 11. provide students with basic training in awareness of their legal status in school and of safety procedures in schools 12. ensure that students undertake the relevant DBS clearance 13. monitor the Partnership Schools' contribution to training, offering extra support where required to ensure that training provided is of a high standard, and aim to ensure that students are placed only in schools which provide training of a high standard 14. ensure that all procedures are carried out for the final assessment of students for the award of the PGCert and Qualified Teacher Status, and for the completion of Transition Profiles 15. organise internal and external moderation procedures, and investigate quality issues raised through such moderation 16. adhere to the Brunel University London Focus Plan procedures. THE LINK TUTOR will: 1. provide school-based staff with relevant subject documentation 2. provide students and school-based staff with support on current subject developments 3. visit students twice during the first placement and three times during the final placement to observe, support and discuss student progress in relation to the Standards framework 4. act as the first point of contact between the Brunel and the school, co-ordinating all aspects of the training and assessment of the ITE programme 5. have responsibility for quality assuring all aspects of training and assessment e.g. by monitoring the provision of weekly subject training sessions and the observation of student teachers lessons 6. keep up to date with developments in ITE by participation in events organised by the Brunel University London Primary Course during the academic year e.g. the Link Tutor training conferences 7. where necessary lead a school-based programme of mentor training for new mentors and co-ordinate the on-going development and monitor the quality of all ITE mentoring within the school 29

30 8. co-ordinate the school-based assessment of the student teachers 9. co-ordinate the evaluation of school-based training by students and mentors and liaise with University s as appropriate 10. have responsibility for implementation and review of school experience activities 11. manage the school-based aspects of any Cause for Concern issues ensuring that all involved, student teacher, mentor, university tutor are informed, in good time, of the concerns, targets, time-frame and outcomes agreed. THE PARTNER SCHOOL will: 1. ensure that all student teachers are provided with clear guidance in respect of the safeguarding of pupils 2. provide a senior and experienced member of staff, to fulfil the role of the Mentor and make appropriate provision for them to carry out these responsibilities 3. ensure that all staff receive appropriate on-going training and support to fulfil their roles in ITE 4. ensure that staff training encompasses equal opportunity legislation as it applies to their roles in ITE 5. provide mentors who have the appropriate subject knowledge and understanding, the pedagogical skills, and the interpersonal qualities, willingness and time to support students in developing these 6. offer appropriate training and support for students including a guaranteed private meeting each week between Mentor and student, the outcome of which is recorded in the Brunel Training Document 7. provide a programme of induction to the school and training in whole-school issues that meets the Brunel University London requirements 8. provide access to information on the school s use of a range of data, for different purposes, such as target-setting; assessment, transfer and support required 9. include students in parents' meetings, reporting to parents, and the school s INSET programme as appropriate 10. participate in course evaluation and monitoring procedures 11. keep the University informed of any developments in school that might affect adversely the quality of the student experience in school, e.g. being placed in Special Measures by Ofsted 12. adhere to the Brunel Cause for Concern procedures (Focus Plan) as set out in the Handbook. THE SCHOOL-BASED MENTOR will: 1. work closely with the university tutor to ensure the quality, coherence, consistency and appropriateness of the school-based training provided 2. keep up to date with developments in mentoring e.g. by attending school-based mentor training sessions provided by the university 3. provide induction into school procedures, data (e.g. target grades for school pupils), resources and specifications as appropriate 4. negotiate a timetable that meets the training needs of the student as appropriate to the phase of the student s training, e.g. approximately 50% of a normal main scale timetable by the end of DSE and approximately 80% by the end of CSE. 30

31 5. ensure that the timetable includes a designated time-slot for the weekly training meeting where progress against the Standards is discussed and appropriate targets are set. The student will bring forward evidence and record the discussion for the mentor to agree 6. receive and approve the student teacher s lesson plans in good time and provide appropriate feed-back in time for the student to make agreed amendments 7. ensure that the student is observed at least once a week during School Experience and is provided with written feedback in relation to the Standards framework 8. jointly observe with the university tutor as appropriate 9. oversee the assessment and recording of pupils progress undertaken by the student 10. monitor progress during the Placement 11. complete the profile by the due date at interim stage and the end of each placement in a conference-style meeting with the student and University tutor 12. identify in the Profile areas for development for the next phase of training in relation to the Standards and work with the student to set targets and agree a plan of action 13. assess the progress against the Standards at the end of each phase together with the University tutor and agree a final grade against in the final profile 14. contribute to the course as appropriate, e.g. by attending joint interviews with University tutors, participating in course evaluations and development meetings. THE NOMINATED SENIOR MEMBER OF STAFF at the partner school will: 1. act as the first point of contact between Brunel in co-ordinating all aspects of the training and assessment of the ITE programme 2. have responsibility for quality assuring all aspects of training and assessment within their own school e.g. by monitoring the provision of weekly subject training sessions and the observation of student teachers lessons 3. liaise with Brunel on the level and degree of commitment to ITE each year, e.g. the numbers of student teachers and which phases that can be offered 4. keep up to date with developments in ITE by participation in events organised by the Partnership during the academic year, e.g. the Mentor training conferences 5. co-ordinate the school-based assessment of the students 6. co-ordinate the evaluation of school-based training by student teachers and mentors and liaise with Brunel as appropriate 7. have responsibility for implementation and review of school experience activities 8. manage the school-based aspects of any Cause for Concern (Focus Plan) issues ensuring that all involved, student, mentor, university tutor are informed, in good time, of the concerns, targets, time-frame and outcomes agreed. OTHER ASPECTS OF PARTNERSHIP The following related areas also contribute to the effectiveness of this partnership in ITE: 1. school-based staff membership of the Partnership Management Group and the associated Steering groups for Mathematics, Literacy and Science 2. teacher involvement in the validation of university ITE programmes 3. teacher membership on Programme and University Boards 31

32 4. teacher involvement in recruitment and selection of students for the programmes by being involved in interview panels. 5. teacher involvement in curriculum areas in the university s programme 6. the employment of seconded teachers on programmes 7. the employment of experienced teachers/lecturers who have continuing school links and responsibilities 8. continuing professional development including award bearing courses and consultancies 9. teacher involvement in school-based research into aspects of teaching and learning 10. university tutor involvement in schools, e.g. as governors, providers of INSET and assisting with preparation for Ofsted inspections and project bids. QUALITY ASSURANCE The quality of the Partnership is assured in the following ways: 1. using the agreed Brunel University London documentation: School Experience Handbook for students, schools and tutors which clearly covers all aspects of students training in schools Profile of Professional Development which records a student s training and progress in school throughout their course observation sheets 2. induction and on-going professional development for school and university-based staff 3. training formally evaluated by students, the university and Partner Schools and sharing of feedback from this 4. participation in the Partnership Management Group comprising representatives of Partner Schools and the university 5. internal and external moderation of students school experience 6. involvement with the Programme Boards with representation from students, Partner Schools and university 7. assessment and examination boards with representation from schools, tutors and external examiners 8. ensuring the effectiveness of partnership arrangements in Ofsted inspections of ITE 9. contributing to programme review and revalidation 10. supporting the external monitoring by Quality and Standards Advisors. Signed by the participants: Brunel University London PGCert Primary Name: Role: Head of Education Date: Sept.2014 Partnership School Name: Role: Date: 32

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34 Section 3 Information for Students Guidance on Professionalism, Safety and Insurance Schools are advised to contact the Partnership Officer or the Link Tutor immediately if a student s professional conduct is inappropriate in any way. Students must: accept the location of placement schools and accept responsibility for resourcing travel to and from the assigned institution. There is no budget for subsidising travel and no guarantees regarding potential travel distances; behave professionally and with courtesy at all times throughout the school placement. Inappropriate behaviour and/or professional misconduct may lead to disciplinary procedures under University regulations and may directly impact on the assessment of the student against Teaching Standards for Qualified Teacher Status; share Profile of Professional Development records with the School Based Mentor and Class Teacher. This will also be used at various audit points at the University; do everything possible to fit in with everyday procedures of the school; establish a professional and friendly working relationship with all the staff and particularly those with whom they will be most in contact; arrive punctually (as directed by their School-based Mentor) at the beginning of the day and before each lesson. Expect to stay on site throughout the day and after school for meetings and their own preparation as directed; never absent themselves from school, except through illness, unless arrangements are made with relevant members of the Partnership (the head teacher, mentor, Link Tutor, personal tutor and Partnership Officer); in case of essential absence through illness, telephone and the school and the Course Administrator as well as the Personal Tutor as early as possible during the morning of the first day of absence. The University contact is Inform the Link Tutor if you know that they are due to visit. NB. Reports of absence for more than five days should be accompanied by a doctor s certificate and should be sent directly to the Course Administrator; familiarise themselves with the approved discipline practice of the school; ensure that demeanour and appearance are suitable (including maintaining appropriate dress codes and hair styles in line with school policy and expectations); ensure that body adornments such as tattoos or body piercing jewellery (other than modest earrings) are removed or obscured when on School Experience in line with the school s policy: ensure that they are not seen smoking in the vicinity of the school; understand and be aware of the potential dangers of being in a one-to-one situation with a pupil at any time but especially outside the school setting; ensure that any photographing/videoing of learners complies with school/ university guidelines and consent from the Head teacher has been obtained; ensure that in the course of carrying out any pastoral role, they conduct conversations with pupils about sensitive issues professionally. If they have the slightest concerns regarding a potential safeguarding issue they must inform the school s named Child Protection Officer; have due regard to the safety and welfare of pupils, colleagues and themselves; ensure they have no inappropriate physical contact with pupils; be aware of the dangers of using social networking websites (e.g. MySpace, Bebo, Facebook, YouTube) that are accessible to pupils, parents or colleagues. They must avoid publishing, or allow to be published, any pictures or comments that could damage their professional reputation or the reputation of the school or university; 34

35 avoid inappropriate references to their own personal relationships in communications with pupils or colleagues; always use appropriate language in communications with pupils and colleagues. They must avoid at all times the use of sarcasm in the classroom, offensive names or inappropriate remarks about gender, race, religion and belief, sexual orientation, appearance, age, disability, language or special needs at any time; treat confidential information related to the school/university, colleagues and pupils appropriately; be courteous and considerate to fellow students and all members of school and university staff at all times. This includes any verbal, written or electronic communications. Any concerns or complaints must be addressed in a professional manner through the head teacher or university; not bring to school/university any materials that may cause offence or embarrassment; follow school/la internet policy, guidance and procedures; take responsibility for their own learning by accessing the university s virtual learning environment and university account on a daily basis; be aware of the dangers of airing their views about schools, university and individuals in public. This may be perceived as gossiping or even slanderous allegations. Any issues, concerns or potential complaints they might have are to be progressed through the appropriate channels; demonstrate a high level of professional responsibility, engagement and courtesy in all educational settings; this is especially important where guest speakers or visitors to their classroom/lecture theatre are concerned. consider the appropriateness of any websites they make use of at school, whether during lessons or for personal use (discuss the contact with the school Mentor if unsure for any reason); consider carefully the use they make of , text messages, messaging sites, social networking sites, blogging and the internet; NEVER refer to the school that they are training in, or any associated individuals on a social networking website (it is strongly recommended that students amend their private settings to ensure full control over who is allowed to view their personal information on such sites); give a copy of the timetable for SE experience to the Link Tutor. Be sure to note school closure dates (e.g. in-service training days). Subsequently inform the Link Tutor of any amendment to the timetable and the school s arrangements; contact their Personal Tutor should major problems arise. The telephone number of the Department of Education Taught Programmes Office is and staff can convey messages to personal tutors. If necessary, matters will be referred to the Course Leaders; take part in playground duties under the supervision of the school-based mentor; attend all planning meetings, staff meetings, INSET days and parent consultations (as judged appropriate by the head teacher or school-based mentors).this is in students interest as it will help to develop a wider understanding of school life beyond the immediate classroom; offer to pay for coffee, tea and midday meals in line with the school s policy or systems for visiting staff; ensure that post-assessment conduct remains professional at all times. 35

36 Guidance on Safety and Insurance Safety The safety and well-being of pupils must always be uppermost in the minds of students when they are teaching. It must, however, be remembered that students are not qualified teachers and it is not permitted for students to be left in sole charge of potentially dangerous situations, such as all PE activities, playground duties or organised trips or visits outside the school. Students should not be expected to be on duty in the playground without the presence of a qualified teacher. However, students should accompany their class teacher on playground duty each week. Where the mentor is not involved in any playground duty, student teachers should accompany another member of staff for this experience. All student teachers must make themselves aware of the school s health and safety procedures at the start of each practice and even though they may be qualified in First Aid, they should always seek the assistance of a qualified member of staff (First Aider) should an accident occur. Insurance The Department of Education s present insurance policy covers staff and student teachers when engaged on a placement on the premises of another organisation. However, our insurers require confirmation from us that organisations where placements are held have suitable insurance cover themselves. In the event of a claim involving negligence on the part of the placement organisations any liability should be appropriately covered by their own insurance. 36

37 Guidance on Planning Medium Term Planning English and Mathematics Planning in these areas needs to be detailed and well thought out, as they form a central part of the Primary National Curriculum. In line with guidance offered by the University and school on planning, student teachers should work in collaboration with the teacher (or mentor) to provide evidence of medium term planning, as derived from the National Curriculum. They should indicate, where possible, the aspects which they have contributed themselves. As students become more confident about medium term planning, they will be able to take more responsibility for this aspect. In schools where extended/ creative English lessons are taught (e.g. creative writing/ Big Writing or other approaches) in addition to more discretely planned aspects of literacy, lessons plans should include all these elements and approaches. NB. Opportunities for teaching English across the curriculum must be highlighted in curriculum plans for all subject areas as well as valuable opportunities for teaching or reinforcing aspects of systematic synthetic phonics (SSP) or grammar in line with the school s approach. Science and the Foundation Subjects In general, students should follow the school s medium term planning in these areas of the curriculum, but they will begin to take more responsibility as their confidence grows. The following framework is offered for guidance. A good curriculum plan will: provide a framework for your teaching in the various areas of the curriculum; show your thinking about your intentions, strategies and projected outcomes for the duration of the practice; be an integral part of the ongoing work of the school; make close reference to National Curriculum (2013) requirements; respond to pupils experiences, their individual needs, interests and knowledge; take account of available resources; be open to constant modification in the light of on-going evaluation; balance individual, group and whole class teaching appropriately; identify focused assessment points. To achieve this, you need to consider the following: Step One: Overall Aims and Intentions Write a paragraph addressing the following questions: What parts of the Programmes of Study (PoS) do I need to address? What have the class covered before in this area of study? How does this plan build on the pupils prior experiences? What do I want them to know, understand and experience? What attitudes do I want to foster in this area of study? What are the equal opportunities/ Every Child Matters issues for this area of study? 37

38 Step Two: Teaching Strategies and Assessment Using a curriculum proforma, (see blank proformas - section 9) identify: Your key questions for the activity. For example, How can we investigate which material might keep us warmest? Those elements of the Programmes of Study that the activity aims to address, along with any other of your own learning outcomes; The type of teaching and learning strategies that you will use. As children learn in different ways, your Link Tutor and teacher will be looking for a variety of strategies, e.g. demonstration, problem solving and discussion. How will you organise the pupils? How long will it take? How will you differentiate the work? Behaviour for learning strategies; The resources that you will need; Appropriate use of ICT to enhance teaching and learning; The key learning outcomes that you will want to assess. What will be observed? What mode of assessment will you use? For instance, analysing recorded work, observing a group with an observation sheet, etc. Your curriculum plan should clearly demonstrate progression and continuity in the area of study. Individual Lesson Planning English and Mathematics Students should use Brunel University London s English and Mathematics Lesson Plan proformas for each lesson they teach (see proformas 3 and 4). To complete the proforma, they should use the guidance in this handbook on general lesson planning, alongside the Primary National Strategy guidelines. Generic guidance on how to plan English and mathematics lessons is given at the University prior to each School Experience but it is recognised that Partnership schools will approach this in unique ways. At University, they will be taught effective principles of good planning and engage in trial lesson planning which they will devise as a rehearsal. A significant portion of the training on planning will be school based. On the teaching of systematic synthetic phonics, we encourage schools to share exemplars of phonics planning as each student is required to plan, teach ( ideally team teach during the early stages) and assess at least two discrete phonics sessions over each placement. By planning, teaching and assessing two consecutive lessons, students will develop a deeper understanding of the AfL principles. Students should plan use the four-part model for phonics during taught sessions and their university phonics support booklet and accompanying resources has all the training materials that we use - mentors are encouraged to ask to see a copy of this and to attend our mentor training in this area. Evaluations should follow the general format given in this handbook. Lesley Clarke provides the phonics and early reading training and she is a national expert in this area. For all other subjects Use the general lesson plan proforma detailed below (see blank proformas - section 9) for each lesson that you teach. Complete the boxes requesting routine information, such as: class or group or age range; date; subject, theme or topic; length of session or activity. 38

39 Programmes of Study/Key Elements Identify the relevant parts of the Programmes of Study to be addressed, as stated in the National Curriculum. Write a brief summary rather than codes. Previous Experiences State briefly the previous, relevant lessons or experiences that the pupils have experienced. Specific Learning Intentions Identify your learning intentions by thinking along the following lines: What will have changed for the pupils at the end of the session? What will the pupils have experienced? What will they have learned? What will they have practised? State your intentions as brief focused goals. Up to three learning intentions are usually sufficient. Your learning intentions should be directly linked with NC Programmes of Study. Information from Previous Assessments State what you have learned from previous assessments and discussions with the class teacher or support staff that can feed into the lesson plan and differentiated provision. Introduction How will I introduce this? How is the activity linked to previous experiences? How will I capture the pupils interest? How will I share the learning intentions with the pupils? How can I communicate my expectations of work and behaviour? How can I explain my role in the lesson? Instructions to be given. Development What will the pupils be doing? What will I be doing? What will any additional adults be doing? What questions do I need to ask them? When will I stop them and feed back to them? Conclusion/Plenary Reinforcement, highlighting the key points; e.g. sharing pupils work, offering praise, pupils reporting back, presentations and evaluation of learning intentions with pupils. Setting a homework activity or signposting for the next lesson. Differentiation and Inclusion Identify your differentiated provision for individuals or groups to address their educational needs. This might be different teaching strategies, peer support, teacher/helper support or different tasks. Over your school experience you should observe and develop a range of strategies for working with pupils with varying levels of abilities and needs, including Special Educational Needs and Disability (SEND) and those with English as an Additional Language (EAL). It is important that you include for all learners in your planning. Extension Tasks Identify the activities planned for pupils who complete the main tasks. What are the learning intentions for these activities? These activities should extend and enrich learning not be more of the same task. Assessment Identify pupils/groups targeted for assessment, methods to be used, assessment criteria and modes of collecting evidence. 39

40 ICT Application Record the way in which you plan for the appropriate use of ICT to enhance learning. Follow Up What activities/experiences will follow on from this session? What do the pupils need next? Resources Compile a checklist of resources that you will need. Behaviour for Learning Include information about how you will ensure that the class are managed effectively. Guidance on Lesson Evaluations (These do NOT need to be typed up.) Evaluations should be completed as soon as possible after the lesson has taken place. Lesson evaluations for all subjects should be completed in the form of annotations on the lesson plan. Avoid general statements like I think the lesson went well. Evaluations should be specific and address the prompts suggested below: Evaluation of the Role of the Teacher How effective was my teaching in relation to stated learning intentions and why? Did the lesson take place differently from the way I planned it? If so, why? How effective were my teaching strategies (e.g. questioning, demonstrating, explaining, etc.)? How effective were the different parts of the session (e.g. introduction, development, conclusion, transition between activities)? What would I change to make the session more effective? Targets What do the pupils need to learn next? You may need to make general points for the class as whole and specific points for individual children whom you have focused upon for assessment purposes. Assessment of Pupils Achievements (separate box) Analyse individual pupil s achievements in relation to your assessment focus points/learning intentions. Be specific, drawing upon observations and assessments. Guidance on Assessment Assessment refers to all those activities undertaken by teachers, and by their students in assessing themselves, which provide information to be used as feedback to modify the teaching and learning activities in which they are engaged. (Black, P. & Wiliam, D. (2006) Inside the Black Box: raising standards through classroom assessment, London: NferNelson) In planning for assessment, consideration needs to be given to a range of strategies: Observation - written evidence of what a pupil knows, understands and can do. Recording of information can be achieved by note-taking, use of a grid or other observation schedule. Pupil peer/self-assessment - ways of involving pupils in their own assessment can be achieved by written/oral reflection on work completed/in progress, and setting personal targets. Conferencing - involving pupils in dialogue about their development in any area and providing evidence of this: written, tape-recorded, etc. 40

41 Annotated evidence - selecting samples of pupils' work and annotating under the following headings: context, comment/analysis, assessment, and ways forward. Guidance on the Two School Experience Files Your files should be available at all times for the Class Teacher, School-Based Mentor or Link Tutor to review as part of the process of assessing your planning, teaching and assessment. They should be written, presented and organised in a professional manner. DO NOT use plastic wallets as this makes analysis of the file unnecessarily time consuming. You should consult the checklist so you are aware of how your Mentor and Link Tutor will be making judgements about your files. Use two A4 loose-leaf files and organise them, with dividers, into the following sections: File 1: Planning and Teaching Section A General Information - local area, school and class (to include statistical data) Section B Medium Term Curriculum Planning Section C Lesson Planning and Evaluation Section D Additional Activities File 2: Monitoring, Assessment, Recording, Reporting and Accountability (MARRA) Section A Individual Profiles (profile and focus pupils) Section B Whole class records (Tracking, focus groups, annotated work) Section C Meeting the Standards FILE 1: PLANNING AND TEACHING Section A: General Information Title Page 1. Name, address and telephone number of school 2. Student s name and address 3. Dates of School Experience, including any closures 4. Names of Head Teacher and Class Teacher 5. Name of Cluster Leader 6. Link Tutor: name and telephone number 7. Name of personal tutor Include the School Experience Handbook (this booklet) and your teaching timetable. Neighbourhood Familiarise yourself with the surroundings local to the school, as this will give you background information about the community setting. 41

42 School Before starting the SE, familiarise yourself with the school s website (if they have one) and prospectus. These will provide insight into the school s aims, ethos and curricular policies. From your observations and enquiries, make notes on such aspects as: school organisation (vertical grouping, team teaching, year groups, etc.); physical resources (extra teaching spaces, such as group rooms, play areas, etc.); teaching resources (shared equipment for the curriculum areas); reference materials (library and book provision); the pupils (range of religious and cultural traditions, linguistic diversity); home/school/community links; school policies (for example, health and safety, assessment and marking, behaviour management, SEND, EAL, Gifted and talented, Homework, Handwriting, displays ). You are NOT required to include hard copies of these policies in your files but you must ensure that you have read them and notes should be included. Class List names of children and dates of birth, together with assessment details available, and note languages spoken by children in the class. Make a copy of the class timetable. Draw a plan of the classroom. List resources available (books, stationery, equipment for curriculum areas, media resources, including the computer). Remember that use of resources is a sensitive issue. Please do not just help yourself ask first and be economical! Note support available from other staff, assistants and parents. Acquaint yourself with the style of handwriting used in the school. Include a copy in your file for reference. You will need to adapt the style of your own handwriting to that recommended by the school, as children will use your writing as a model. Ask about daily classroom routines and homework systems. Section B: Medium Term Curriculum Planning A separate section of your file should be dedicated to medium term curriculum planning. In general, students are advised to work in collaboration with your mentor and adopt the school approach to curriculum planning in order to provide continuity and progression. As you become more confident about planning, you should begin to take more responsibility. Eventually, in consultation with your mentor, identify the areas of study for which you will be responsible, and develop a plan for the duration of your school experience. You may need to use the University medium term planning proforma (see blank proformas - section 9). More information is available on planning in the essential information section of this handbook. Weekly Plan For each week of the School Experience, provide an overview of the week, summarising curriculum areas and activities. One side of A4 or a timetable format is recommended (see blank proformas - section 9). Daily Plan A daily plan should be provided, where appropriate. 42

43 Section C: Lesson Planning and Evaluations Lesson Planning You must produce an individual lesson plan for EVERY lesson you teach. You should use the Brunel University London template for lesson plans, according to which subject you are teaching. Evaluations All lessons taught must be evaluated thoroughly and thoughtfully to demonstrate that you are learning from the experience of teaching, by annotating your lesson plan and completing the assessment boxes on the plan. Section D: Additional Activities In this section you should keep dated notes, which might include: a diary of all the activities you completed during the foundation phase all directed tasks; plans and evaluations of tasks you carried out during these times; notes relating to any other aspects of the SE. Include all activities that you are involved with in your school but for which you have not written a task/lesson plan. These might include: team teaching; assisting with another class; work with parents, supporting teachers with displays and supporting any other professionals. Some of the above experiences may be captured on the weekly training sheet. FILE 2: MARRA Planning for assessment should be started before the FSE/ DSE/ CSE begin and should take account of the school s own assessment systems. Assessment opportunities should be clearly identified within medium term, weekly and daily plans. There should be a direct link between proposed assessment within a lesson plan and the record of this assessment within the specific lesson evaluation. This process should provide clear evidence that planning and teaching are being informed by assessment. Please see sections on FSE/DSE or CSE for specific requirements regarding assessment. Title Page 1. Name, address and telephone number of school 2. Student s name and address 3. Dates of School Experience, including any closures 4. Names of Head Teacher and Class Teacher 5. Name of Cluster Leader 6. Link Tutor: name and telephone number 7. Name of personal tutor Section A - Individual Profile Pupil (Please see guidance for FSE/DSE and CSE for information about how many pupils you should complete individual profiles for.) When gathering evidence to inform profiles of individual pupils, the following elements need to be included: Background information (pseudonym, date of birth, place in family, languages spoken, etc.) Assessments in English, including reading records/communication, language and English 43

44 Assessments in mathematics Assessments in science Any observations of achievements in the core subjects Relevant details of the children s physical, social and emotional needs. Assessments should be based on clear evidence, including annotated examples of work and observation records. Assessment evidence should reflect progression within the National Curriculum, and provide a holistic record of pupils development, e.g. social, health-related and extra-curricular aspects. Section B Whole Class Records Tracking Records These provide an overview of work produced by all individuals in the class (proforma 11). Using the formats suggested by the University and your school, draw up a chart listing all the names of the children in your class and the work they will undertake in the core subjects. Use a symbol system to denote broad levels of pupils understanding in relation to the success criteria (e.g. / - attempted; X - completed but not totally understood; q - completed and understood). Focus Groups This proforma should be used (proforma 9 and/or 10) whenever you work with a small group of pupils. For example, when you are working with a group on guided reading or writing within English, this should be used to record the learning for the group. Individual Assessments This section is for the work of all pupils in the class, who are not included as your profile or focus pupils. See Section 7 for proformas which can be used to record progress. Section C Meeting the Standards This section relates to assessment of your progress towards meeting the Standards. This will include observations by your Mentor, School based Mentor and Link Tutor, your weekly training summary sheets and any paperwork relating to your assessment at the interim stage and the end of each Sustained School Experience. (See the Professional Learning Record - section 8 for more information). 44

45 Professional Learning Record (PLR) University-based sessions make clear the high expectations for our students to achieve. We direct and signpost students through the Training Task Schedule and encourage them to meet relevant personnel within the school. It is the student s responsibility to follow up discussions within the school and set up meetings with relevant staff. Section 7 of this handbook provides an overview on expectations relating to professional learning. The PLR is to be maintained using the PebblePad e-portfolio. You will have been introduced to this during your induction week, and it is important that you record your progress towards the Teachers Standards in this, as well as other information as the course progresses. You will be directed to specific parts of PebblePad at various times in the year, and there is technical support available if needed. Keeping your PebblePad up to date is very important as it also enables your Personal Tutor, Link Tutor and Mentor to track your progress through the School Experiences. Focus Plan (See proformas - section 9 and see section 10 for a completed example) Occasionally School-Based Mentors will feel that a student is not making satisfactory progress towards meeting the Standards. In this case, a Cause for concern will be triggered and an action plan will be drawn up (called a Focus Plan), in consultation with the University based Link Tutor. Support strategies will be implemented to enable students to meet the Standards. 45

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47 Section 4 INFORMATION FOR TUTORS GUIDANCE ON DIFFERENTIATED SUPPORT FOR STUDENTS The Partnership has a policy of differentiating provision for all students, based on individual starting points, previous experiences and needs. Before starting each School Experience, students should share their Professional Learning Record with the school based mentor. This will have been discussed with personal tutors at the University. The students are required to maintain a record of their progress using the PebblePad e- portfolio. They will have been introduced to this during induction week, and it is important that they record their progress towards the Teachers Standards in this, as well as other information as the course progresses. You will be directed to relevant parts of PebblePad as necessary and there is technical support available if needed. Keeping PebblePad up to date is very important as it also enables Personal Tutors, Link Tutors and Mentors to track students progress through the School Experiences. Before starting FSE/DSE, students are required to write a short Initial Needs Analysis paragraph, outlining areas of competence and areas for further development. This will identify the areas in which students have had experience in school, and areas that they have identified that they feel they need to develop. Some students, for example, have worked as Teaching Assistants. In CSE the aim is that the student builds on previous attainments and achieves all previous targets set in order to develop their competence as a teacher and to meet or exceed all the Teaching Standards. Please ensure that as a Mentor, you study the assessments from FSE/DSE as soon as possible during one of the serial visits prior to starting the SE. On CSE there is a strong emphasis on developing expertise in teaching the core subjects where ICT is an integral part of teaching, learning and planning. Across both placements, we stress the importance of learning about systematic synthetic phonics in line with national priorities. The majority of students will start CSE with many established areas of competence in their teaching. Some students may require particular support in developing their expertise in teaching one or more of the core subjects; others will already have pronounced expertise in subject knowledge which can be further extended on CSE. The development and implementation of an Individualised Training Plan for student learning is a key way in which the Partnership aims to meet such differentiated needs. Developing an Individualised Training Plan All school-based mentors working within the Partnership are asked to develop Individualised Training Plans for their students. Examples of generic Training Programmes can be found in the relevant sections of this document. These documents need to be individualised by taking into account: 1) students individual starting points and needs, as identified in previous paperwork, with particular reference to enhancing the quality of teaching in the core subjects and ICT; 2) the routines and timetables of the school and class in which the student is working. 47

48 Adapt the generic Training Plan to take these two factors into account. Wherever possible, the Training Plan should be developed in discussion with the student so that there is a clear and mutual understanding of its aims. In our experience, this is where it is most successful. If you have any difficulties with this process, please contact your Link Tutor. Working with Students in Paired Placements In recent years we have developed our paired placement model with schools. Benefits to mentors, students and pupils of paired placements include: more in-depth discussions, lively debate and engagement in professional dialogue during mentor meetings as a result of three way feedback; students who are more innovative and less reliant on their mentors for ideas; students given the opportunity to develop skills of co-coaching, peer coaching and critical analysis which provide opportunities to work toward such Teaching Standard 8; students have the opportunity to plan together and increased opportunity to evaluate pupil learning; pupils receive more support within the classroom, more innovative and imaginative teaching and opportunities for more creative learning experiences e.g. active learning in small group work. Evaluations of piloting this innovative practice have shown (TTA (2005) The Eye Project: Early Years Excellence in school placements) that paired placements worked well where students: were open and receptive to working as a pair and sharing experiences planned early for their whole approach to the placement divided the work load spent time talking the curriculum through in detail with the class teacher listened to other ideas, structured things, shared objectives and agreed targets, but still were confident enough and able to develop their own style to which pupils responded well offered instant assessment feedback to each other which was very beneficial to both their own and the pupils learning. Where paired placements are less effective, partners seemed to find it difficult to: find the time initially to plan and prepare together share ideas on an equal footing respond to the different work ethic and pattern presented by their partner. We therefore suggest that ground rules should be set from the beginning so that everyone knows what is expected of them. Emphasise to students from the beginning that they and the school need to work together: that the school believes in and supports paired placements and feels that there are many benefits for the teachers, pupils and students. Close monitoring at the beginning of the placement is required to ensure that the work load is equal no student should take on all of the planning and have to do a disproportionate amount of work simply because their partner is lazy. Careful organisation is needed so that regular opportunities are provided for students to engage in joint planning. Systems must be set up early on for assessment, recording, marking, feedback and sharing these with each other so they are seamless for both the pupils and the students. Students need to think about expectations ensure that they are asking for the same thing in terms of behaviour, written work, response to answering questions e.g. develop collaborative team work and agreed objectives from the outset. Some joint feedback in addition to individual discussions with the mentor. 48

49 If one student is less confident than the other ensure that they are not dismissed as inadequate by their partner, rather, try to support through positive reinforcement and the opportunity to talk to the mentor on their own. Each student is recognised as an individual with strengths and areas for development. Students need to understand that when undertaking a peer review they become a critical friend to their colleague and that open and honest conversations should be the norm. Students being observed should be invited to share an area they wish to develop, have it observed and receive constructive feedback on that area. Refer to the end of this section for: a suggested weekly programme for working in pairs during FSE/DSE; advice to students on what could be done when not leading the teaching; guidance on peer reviews. Students Observations of Experienced Teachers Although students are often keen to get on with their own teaching, their observation and discussion of your teaching can be an invaluable learning experience. Observation and discussion are essential to help students: analyse what is happening in the classroom; gain a sense of the standards which teachers set; see different ways or organising and teaching the subject; monitor the progress and pace of the lesson; identify things they do not understand, to follow up in a later discussion with the teacher. But observation can be unhelpful when: it is unfocused; the teacher being watched is so fluent that teaching looks daunting and inaccessible it is not followed up by discussion between the student and teacher, which helps the student to see beneath the surface. We therefore suggest that you and your student: discuss what would be useful for them to observe in your teaching BEFORE the lesson; prioritise observations of core subject teaching in the early stages of the SE and establish why these observations would be useful; establish a specific focus for the observations. (For example, the student could be asked to observe teacher questions and feedback to pupils, or to evaluate the materials/ resources used in the lesson, to track the progress of one particular group of pupils and to evaluate the effectiveness of ICT to support learning); share your intentions and plans for the lesson before it takes place; decide when and where to discuss the lesson afterwards. Team Teaching Approaches Team teaching is another important way in which your student can learn with and from your expertise. Team teaching provides a safe environment and space in which your student can teach alongside you, gaining confidence and competence in their teaching skills. It is often useful for the student to take part of a whole class lesson, with your support, and then to focus on working with one particular group. Joint discussion of the teaching afterwards is a further way for you to develop her/his professional knowledge and expertise. 49

50 In setting up team teaching approaches: establish why the team teaching of this lesson would be useful; discuss your planning fully with your student; establish specific roles for each of you during the lesson; ask your student to plan out her/his roles fully and to share these with you; make it clear about any additional responsibilities which you would like the student to undertake (e.g. give oral feedback to pupils in a group; to inform you about any pupils who could contribute well to the plenary, marking of books); decide on the focus for the post lesson discussion; decide when and where to discuss the lesson afterwards. Developing the Subject Knowledge of your Student There are a number of established ways of developing students knowledge through schoolbased work. These are listed below for quick reference. Students observe experienced teachers teaching, especially in the areas of systematic synthetic phonics, poetry and grammar in line with focus areas of the National Curriculum. Students team teach with experienced teachers. School-based Mentors observe students teaching. School-based Mentors and Link Tutors set and review clear targets for students. School-based Mentors discuss and evaluate their teaching and student s teaching regularly. Students have the opportunity to discuss medium term planning and lesson planning with experienced teachers so that they can deliver high quality lessons. School-based mentors share expectations of the standard of the pupils work with students. School-based mentors share their own assessments of pupils and students and review the students assessments of pupils work regularly. Students have the opportunity to discuss marking of work (in line with the school policy) and how this information should feed into their planning. Using the Brunel University London Observation Form The class teacher or professional mentor should observe the student teaching the whole class at least once a week during the school experience and use the observation form to record the observation. Students are observed formally once a week and it is beneficial to discuss the focus of the observation with the student prior to the teaching session. The students should be observed for a minimum of 40 minutes or longer if felt necessary to gain a fuller picture of the teaching skills. Following the observation, make time for a debrief session with the student, allowing them time to reflect upon the effectiveness of their own teaching, planning, assessment and their impact on the quality of pupils learning. The dialogue should conclude with a signed observation form and an agreed set of targets for the student to work towards. Copies of this go to the student, the Link Tutor and the mentor. The following points may be of value in observing the student; they are based on the Teaching Standards that students are required to fulfil by the end of the course. You may wish to use bullet points to summarise the key points that arise from the taught session. Stress the positive and try to be constructively critical. Examples of written feedback are included in section

51 Initial Teacher Education Lesson Feedback Record Documents to be provided in advance by the student teacher Lesson plan (to be annotated on by observer) Resources (as appropriate) Information on pupils with SEND and EAL Seating plan (as appropriate) Copy of Teachers Standards Name Subject area Time of lesson Observer Teaching space School Date of feedback Lesson in sequence/unit Key stage and year group Number of pupils Teachers Standards foci (the number to be determined by the individual student s learning needs) Weekly learning record foci (to appear in all lessons this Lesson specific foci week) TS TS TS TS TS TS TS TS Summary comments on pupil progress and achievement in relation to intended learning and the contribution of teaching to this Strengths (please use the Teachers Standards foci above and the attached descriptors for high quality lessons to help with the identification of strengths in the lesson) Agreed targets and action to be taken (please use the Teachers Standards foci above and the attached descriptors for high quality lessons to help write these targets and actions) 51

52 TS refs 1.2, 2.1, 2.2, , 3.3, , , , 3.2, , , , 5.2,5.4, , 2.4, 4.4, 4.5, , 4.1, 4.2, , , 6.2, 6.3, , 6.2, 6.3, , 2.5, , , 7.1, 7.2, 7.3, Descriptors for high quality lessons Pupil progress and achievement All pupils, including all groups such as those with SEND and EAL, make rapid and sustained progress in relation to the challenging learning outcomes. Pupils acquire new subject knowledge and skills and gain an in-depth understanding. Pupils show exceptional independence; they are able to think for themselves and take the initiative by, for example, asking pertinent questions, actively ensuring their own and others safety and in working constructively with others. They develop and apply a wide range of skills to great effect, including reading, writing, communication, physical and mathematical skills. Teaching Subject knowledge, planning, challenge and expectations The teacher has consistently high expectations of all pupils. The teacher has a high level of confidence and expertise both in terms of their specialist knowledge across a range of activities and their understanding of effective learning in the subject. Drawing on this excellent subject knowledge, the teacher has planned astutely and set challenging tasks based on systematic, accurate assessment of pupils prior skills, knowledge and understanding. The teacher communicates high expectations, enthusiasm and passion about their subject to pupils. Teaching promotes pupils high levels of resilience, confidence and independence when they tackle challenging activities. Differentiation Teaching is outstanding and as a result, almost all pupils are making rapid and sustained progress in the lesson. The teacher ensures that pupils of all abilities and group, such as those with SEND or EAL, learn new skills and find out how to use them in different ways. Teaching strategies, management of the learning environment and use of resources The teacher uses well judged and often imaginative teaching strategies that, together with sharply focused and timely support and intervention, match individual needs accurately. Consequently, pupils learn exceptionally well. They use a very wide range of innovative and imaginative resources and teaching strategies to stimulate all pupils active participation in their learning and secure outstanding progress across all aspects of the subject. ICT is used very effectively to support observation and analysis to improve work further. Other adults support is well focused and makes a significant contribution to the quality of learning. Assessment for learning The teacher systematically and effectively checks pupils understanding throughout lessons, anticipating where they may need to intervene and doing so with notable impact on the quality of learning. Marking and constructive feedback from teachers and pupils are of a high quality, leading to high levels of engagement and interest. Pupils are given frequent opportunities to assess their own and others performances and make suggestions for how they could be improved. Lesson pace, development of broader skills and appropriateness of homework Time is used very well and every opportunity is taken to successfully develop crucial skills, including being able to use their literacy and numeracy skills. Appropriate homework contributes or potentially contributes very well to pupils learning. Behaviour and safety Pupils attitudes towards learning are exemplary. Skilled and highly consistent behaviour management by the teacher makes a strong contribution to an exceptionally positive climate for learning in the lesson. All groups of pupils are safe within the lesson. They understand very clearly what constitutes unsafe situations and are highly aware of how to keep themselves and others safe. 52

53 Please use the questions below to guide your observations of the students teaching and your judgements of the effectiveness of that teaching. In general: Are expectations of pupils learning appropriately high? Does the lesson promote effective behaviour for learning? Are the pupils informed of the learning outcomes of the lesson in an appropriate way? Is the lesson well-structured, with suitable pace? Does it follow the structure recommended? Where appropriate, are resources used well to develop pupils learning? Is vocabulary appropriate to the pupils age and developed and used correctly? For example, grammatical terminology and phonics specific terminology. Are there a variety of learning opportunities? For instance, are pupils expected to explain, discuss, demonstrate, practice, solve problems, watch, listen and do practical work? Are support staff deployed effectively? Are the learning needs of all pupils taken into account? Do all pupils participate in the lesson? Do pupils attain at an appropriately high level? Are pupils attitudes towards learning positive? For instance, do they listen attentively, participate confidently, persevere and concentrate work independently without direct supervision (as appropriate)? In the introduction: Is there good interaction between pupils and the student? Is the pace of the lesson effective and appropriate for the activity set? Are pupils given varied opportunities to engage in learning? Does the whole class work aim to involve all pupils? In the main activity: Is the activity (or activities) explained well to pupils? Is any differentiation appropriate and manageable, with differentiated group activities limited to no more than three and linked to a common theme? Are the class and resources organised so the student can work with a group without interruption? Does the activity involve pupils at an appropriate level of thinking? In the plenary: Is the plenary purposeful? Is it closely related to the learning objectives for the session? Are key aspects of the lesson reviewed? Is there evidence of use of pupils work to motivate and highlight key points? Is there evidence of questioning and discussion to move pupils thinking forward? Curriculum Planning Requirements You will need to ensure that the student s planning provides consistent and progressive learning experiences for the pupils in line with your planning and the school s models. Although the student needs to develop their own ideas on planning at all levels, it is useful for students to have the opportunity to discuss the models you use, as this will provide them with additional insights into the planning process. 53

54 All students have support on curriculum planning during their course. However, we see planning as a joint training process between the University and School-based Mentors and because of the nature of planning, most of what students learn in respect to this will come from their time in school. As such, we would be grateful of your particular attention in this regard. All planning proformas, which need to be used, are included in section 6 of this Handbook. Additionally, your student will benefit from: early notification of any planning they need to do (planned weekly meetings are a useful point to discuss this); opportunities to plan jointly or as part of a team; opportunities to develop a progressive curriculum plan and to discuss this with you or other experienced teachers at the draft stage; opportunities to review the implementation of that plan with you; opportunities to draw up, teach and evaluate individual plans with you. Your role is to: share the school s medium term/daily planning in all curriculum areas with the student; monitor and approve the student s curriculum plans in core and foundation subjects; review the quality of the student s detailed daily lesson planning and evaluation regularly. The student s role for the placement is to: draw up comprehensive curriculum plans for the core subjects, following school and University guidance, including a plan for the teaching of English and mathematics in collaboration with the mentor (and a four part lesson plan for the teaching of systematic synthetic phonics in line with university training); work from the school s curriculum plans for any foundation subjects to be taught; plan and evaluate, with reference to relevant learning outcomes and assessment, each lesson or activity taught independently. The student s planning file should always be accessible to the Mentor and Link Tutor. This should be monitored on a weekly basis and feedback provided as appropriate. The student should address any feedback points suggested on files. Students Assessment of Pupils The procedures involved in Monitoring, Assessing, Recording, Reporting and Accountability (MARRA) are always areas of concern for students. You can help by showing your student the systems you use - or those which your school is developing for MARRA and Assessment for Learning. Students often find it difficult to see how teachers can create manageable assessment systems. If you have a system, please share the workings of your system; if you are still working on this, please discuss your experiments with the student! Your student will be asked to make the assessments detailed in the Training Task Schedules (outlined in brief below), record them and report them to you. You will be asked to help him or her do this. Students often find it difficult to see what is significant in pupils learning. You can help by sharing key moments in pupils learning which you see as being significant and explaining why they are important. Breakthroughs in pupils learning can also be useful for students to discuss and assess. 54

55 Students complete an Individual Needs Assignment (a poster presentation) during FSE/DSE. This involves working with a child in the class who has special educational needs and assessing their understanding across the core subjects, including the use of ICT on their learning. Students will require support in making an appropriate pupil choice and further guidance is provided in the appendices. Students should undertake one detailed assessment with the pupil in each core subject. Your role is to: share non-confidential records on pupils progress with the student; explain the school s system for planning, assessing and record keeping; provide feedback to the student on his/her assessment tools used and assessments made; ensure that the student has the opportunity to assess pupils in the core subjects in the terms set out above; enable the student to have some experience of reporting to parents; wherever possible, arrange for the student to participate in the process of SATs, optional testing or half termly assessments. The student s role is to: keep a tracking record in the core subjects for the whole class throughout the SE; assess one profile child in detail (during FSE/DSE, the pupil with SEND) and four profile pupils in detail (during CSE) fully in the core subjects (one annotated sample/observation, per week, per subject). They must write a summative report (in the school s style) for these profile pupils over each placement; carry out an assessment with five further focus pupils (FSE/DSE) or the rest of the class (CSE) of a key learning objective in mathematics, science and in each PoS in English over the whole SE; carry out focus group assessments during English lessons (guided reading and writing, with a focus on grammar in line with the increased focus in the National Curriculum); undertake a number conference with each profile pupil; attend a parents evening or gain some experience of reporting pupil information to parents; give regular evidence-based oral and written feedback to all pupils on their work; discuss pupils progress with the teacher; gain any possible experience of SATs or optional QCA tests, particularly the grammar test for year 6 pupils. As with the planning file, the student s assessment file should be on open access to school-based Mentors and Link Tutors. This should be monitored on a weekly basis and feedback should be shared with the student at an agreed point. 55

56 School Based Mentor Weekly Checklist Have I regularly: Met with the student to review their weekly training experiences (noted on the weekly training sheet) and signed this record? Seen and reviewed my student s weekly planning prior to the lessons and subsequent lesson evaluations? Reviewed and discussed the weekly Training Task schedule? Discussed/ seen examples of annotated samples of work for the profile pupils? Seen tracking assessment sheets for the whole class in the core subjects (and phonics)? These are just for the lessons that the student teaches. Seen both school experience files: planning file and MARRA file? (The Link Tutor file scrutiny checklist may be helpful - see blank proformas - section 9) Conducted a formal lesson observation (one per week)? We suggest that you initially focus on English and mathematics. (NB This is not required during the Foundation School Experience) Reviewed the student s teaching requirements for the week (% of teaching time, group support time and planning/ preparation time)? Engaged with the students indicative criteria for meeting the Teaching Standards? HAVING CONSIDERED THE ABOVE, HAVE I FACILITATED THE TRAINING NEEDS OF THE STUDENT? 56

57 Supporting Students in Teaching the Core Subjects English A Model for the Effective Teaching of Primary English As teachers of primary English, students will need to demonstrate the following: demonstrate knowledge, understanding and skills across the four modes of language; namely speaking and listening, reading and writing. This must include a secure working knowledge of systematic synthetic phonics,and the teaching of grammar, punctuation and spelling and poetic forms (see National Curriculum) know what is required in the English National Curriculum and how to teach it (revised approaches to incorporate the new National Curriculum focus areas for English will need to be discussed with the school); know how to use whole class, group and individual approaches to best advantage pupils to make highly effective progress; identify various forms of spoken and written language and to be able to teach the appropriate use of these, whilst giving due emphasis to Standard English; critically evaluate a range of English teaching materials, including reading approaches and SSP schemes, textbooks, language games and the use of computer software in English (e.g. SCRATCH software); select and apply a range of assessment tools and provide constructive oral and written feedback to pupils; build on assessments made, to develop appropriate and challenging programmes of work for individual pupils, groups of pupils or the whole class as envisaged in English teaching; provide appropriate learning for pupils across the ability spectrum - from the pupil with special educational needs to academically gifted pupils, or new arrivals at the early stages of English to advanced bilingual learners; provide motivating and creative experiences in English (e.g.: storytelling, performance and drama; interactive grammar activities, spelling and punctuation learning approaches; outdoor language learning opportunities; writing journals projects we run a Teachers as Writers group at the University) provide effective learning opportunities for pupils with English as an additional language and be able to access and assess their progress in English across the four modes of language, including assessment in the first language as necessary (see guidance within the EAL Directed task); communicate levels of learning in English to pupils parents or carers, and elicit their perceptions in order to form fruitful educational partnerships for the benefit of pupils; in relation to reading, set up supportive systems for monitoring and assessing progress (e.g.: reading buddies, reading book clubs); know how to enhance understanding of English whilst engaged in the teaching of other subjects in the National Curriculum. As professional mentors please help us to bring as much of this within the students grasp as possible, in order to give them a firm foundation in the teaching of English. We encourage you to share the school s view of reading, writing, speaking and listening in relation to the importance of systematic synthetic phonics, grammar, spelling and punctuation and broader creative approaches to the teaching of English across the curriculum, including any extracurricular English activities that the school facilitates and delivers. English Teaching Opportunities for Students Within the framework of the year group or class teacher's planning, students need to engage in 57

58 the following opportunities to develop their English teaching skills, in partnership with their Professional Mentors: to teach reading, writing and speaking and listening within English lessons and across the curriculum; to teach discrete SSP sessions and grammar, poetry in interactive and creative ways; to develop expertise in different teaching strategies to include shared reading and writing for the whole class; guided group reading and writing, independent group work; to develop experience of different forms of assessment, such as those outlined in the assessment pack, and to show evidence of using these assessments to inform their teaching and the differentiation of groups within English lessons;; to use a range of resources for teaching reading, writing, speaking and listening, including high quality fiction, non-fiction, poetry and stories drawn from different cultural traditions, including digital literacies to engage pupils. Areas for Discussion on the Teaching of English Language teaching is central to all learning in school, and students need to fully appreciate and understand the four language modes of speaking, listening, writing and reading when planning, teaching and assessing. English Teaching Students will need to be aware of school planning as it relates to their class. They will have been given some guidance at the University, but we strongly believe in a partnership model of training that unites school and centre-based training. Members of the 'Brunel Literacy Steering Group' include several senior school-based partners who meet regularly to provide input on our programme, including the priority areas of content for the programme. They help to steer our partnership vision in relation to the training of highly effective teachers of English. Checklist of Suggested Areas for Discussion for English SSP: How the teaching of early reading, particularly systematic synthetic phonics is taught both within and outside of discrete English lessons, including whole class, small group, and individual teaching, alongside any intervention groups that take place. How teachers work from commercial phonics schemes and other published materials (e.g. Jolly Phonics, Read Write Inc.). What is the school's rationale for selecting these schemes and what kind of training have staff had to support them? What does the school s data look like in relation to reading for different groups of learners? What should they as students be aware of when planning for reading in your school? How are parents involved in reading and phonics (e.g.: parental workshops; reading diaries). The revised NC: How have the schoolincorporated changes in the revised National Curriculum for English- for example, in relation to the increased focus on grammar, punctuation and spelling and performance poetry. What is the rationale behind the school s approach in these areas? Teaching methods: The range of teaching methods used for teaching highly effective reading, writing, speaking and listening- for example, teacher modelling through shared approaches to the whole class; guided approaches with smaller groups; oneto-one support, and any intervention groups and strategies to enhance pupil progress. Differentiation: How teachers differentiate provision for the different levels of language within a class, including language learning for bilingual learners. How do teachers plan and resource for effective differentiation so that all pupils make highly effective progress? English across the curriculum: How English learning is promoted across the 58

59 curriculum and outside of the school (e.g.: home/ school reading partnerships; writing journals; school trips; online learning platforms). Digital literacies: The range of digital materials and resources which can be used for teaching aspects of English (including websites, television, radio and video clips). Adult support: The use of additional adults or volunteer helpers in enhancing pupils' language skills. How are they used and when? What is their role and how is this planned for? What impact do they have on pupil progress if known? How and when teachers give feedback to pupils orally or in writing (including any formal or informal marking policies and approaches). What is the rationale behind marking policies? How should the student follow this marking approach when teaching lessons? How teachers assess, record and report their pupils progress in reading, writing, speaking and listening, including phonics and grammar. How are pupil targets devised and shared with pupils, other staff and their families? How are English reports written? (please share any examples of reports so that they have a good idea of tone and style) The students have been familiarised with the above checklist but as you will appreciate, there are no quick fix answers and each school s approach will be unique.. Please continue to discuss the above topics whenever you can, particularly during the weekly training meetings. In addition to these general topics, your student may have some personal targets for development in English, which they will want to discuss with you (e.g.: subject knowledge action plans and audit scores in SSP and grammar). Do ask them to share their university audits with you and strategies for development. Focus Areas and Prompts for the Effective Teaching of English. The student should draw on the suggestions below as a guide only. We encourage mentors to add to the suggested questions during their daily and weekly discussions and feedback, as they know the school based system as experts. It is strongly suggested that the student meets the English Coordinator for the management view in this vital area of their training. Reading What is the teacher (additional adult support) actually doing when s/he shares a book (or other digital form of reading material) with the whole class, groups or individual pupils? How are systematic synthetic phonics skills taught in the school and class, and what schemes/ approaches are used? What is the rationale for them? How effective are they deemed to be in relation to pupil progress in reading? How are SSP skills assessed at KS1 and KS2? What planning is in place and how is this drawn up? How does the teacher assess pupils reading skills in terms of their understanding of the text; key skills in learning to read, phonics and phonemic awareness in particular; reading across a range of genre and registers; comprehension skills and the ability to infer and deduce? How does the teacher use assessment to assist in the drawing up of individual reading targets and programmes for individual pupils and for guided groups during English lessons? How are parents/ other adults informed about, and encouraged to be involved, in their pupil s reading development? What kind of reading homework is set and how can the student get involved in this if applicable? How do teachers ensure that pupils select texts (including poetry material) which challenge them at an instructional and motivational level, rather than frustration level? 59

60 How is the class reading area structured and set up? To what degree does the reading material draw on comics, multicultural and bilingual texts or other forms of reading? Can the student develop this area with the support of the class teacher? How much emphasis is given to the reading of poetry in line with the new National Curriculum? How is the school reading scheme and library structured? When do pupils change books and how this process tracked? Are there out-of-school reading clubs and if so how are they set up and by whom? Could the student get involved at all if this is an area of interest? Writing What consideration is given to the range, purpose, audience and styles which pupils encounter? How are writing processes modelled? How are pupils taught to plan, draft and edit their work? How do word processing packages assist this process? How does editing relate to the teaching of grammar, punctuation and spelling? The students will plan, deliver and evaluate a grammar directed task How is handwritingtaught and what is the school s policy on this? Is there time in the timetable for the teaching of handwriting? How do teachers assess pupils writing and how do they use these assessments to draw up individual programmes of work and writing targets for them? How do teachers create meaningful and varied contexts for writing? Are there out-ofschool writing clubs or forums? Do pupils have creative writing spaces or journals? (Brunel run a Teachers as Writers group for interested students and maybe able to draw on this). How (and when) is writing taught via other subjects of the National Curriculum? How is scaffolding provided so that all pupils can gain confidence in writing across different genres? For example, those with EAL- how is their writing scaffolded so that they are successful and meet their potential and targets? Speaking and Listening How is teacher questioning being used to engage all pupils? How are pupils given opportunities to learn through talk (e.g. through purposeful discussion, problem solving activities and investigative tasks across the curriculum) How does such talk help to clarify thinking? How are pupils with EAL encouraged to participate in lessons? Is the first language drawn upon in any context and if so, how effective is this? How are pupils given opportunities to learn about talk (e.g. through the study and sharing of language variety; language and society; language acquisition; the history of languages; language as a system?) How are pupils assessed in speaking and listening? How do teachers use talk to assess knowledge and understanding across the curriculum? How is storytelling and drama used in the school to develop pupils speaking and listening skills? Students will deliver their storysack activity and evaluate its effectiveness with their mentor and include pupil feedback. They may have to deliver this in another classroom if it is more age appropriate. 60

61 Mathematics A Model for the Teaching of Primary Mathematics The competent teacher: has personal knowledge, understanding and skill in mathematics; has a clear view of the requirements of the National Curriculum; is aware of contexts, teaching techniques and organisational structures for different learning goals; knows and can use resources such as mathematics schemes, textbooks, materials, apparatus and ICT to support and enhance learning; can devise high quality mathematical learning experiences for pupils; has a variety of strategies for monitoring and assessing pupils progress on mathematics; can, in her or his contact with pupils: - teach whole classes in an interactive way - set expectations at an appropriate level - ask appropriate questions and give constructive feedback to pupils - identify and respond appropriately to individual differences between pupils - maintain interest and motivation; has developed a personal style which includes a continuing exploration of the ways in which pupils learn mathematics effectively; has a variety of strategies for monitoring, assessing, recording and reporting pupils progress in mathematics. Teaching Opportunities for Students Within the frameworks of the school s Mathematics policy and Scheme of Work and the class teacher s planning, students need the following opportunities to develop their mathematics teaching: to teach number and arithmetic, including mental, oral and written arithmetic as appropriate; to teach areas of mathematics identified in the teacher s planning; to teach mathematics to the whole class, groups and individuals; to develop their experience of different aspects of mathematics teaching, including exposition, demonstration, questioning, practical work, problem solving and investigating; to use a variety of different teaching methods and mathematical resources, including structured apparatus (such as Dienes blocks), calculators and computers and mathematical schemes. Areas for Discussion in the Teaching of Mathematics Students often find the following general issues challenging in mathematics teaching. Including such issues in your discussions of planning, teaching and assessing will help to clarify your student s ideas. Specific discussion on issues about teaching of number will be invaluable. Checklist of General issues for Discussion: how teachers work from and with commercial schemes and published materials; how teachers differentiate provision for the different levels of attainment in the class; how the use and application of mathematics is covered; the range of materials and resources which can be used to teach mathematics effectively (including calculators and computers); how classes are organised for teaching mathematics; the range of teaching methods used in mathematics; how teachers, assess, record and report their pupils progress in mathematics; how teachers planning at different levels balances different parts of the mathematics National Curriculum. 61

62 Checklist of Specific Issues about Number how the National Curriculum develops mathematics; the school policies on the teaching of number (with particular emphasis on written and mental arithmetic); your planning for number; your teaching methods for number and the resources you use; how you permeate the teaching of number into other curriculum areas; the differentiation strategies you use in the teaching of number; how you make assessments of the pupils number work; how you feed back to pupils on their number, including any error analysis technique you use for written arithmetic. Guidance on Observing Students Teaching of Mathematics Please use the questions below to guide your observations of the students teaching and your judgements of the effectiveness of that teaching. In general: Are the expectations of the pupils learning appropriately high? Are the pupils informed of the learning outcomes of the lesson in an appropriate way? Is the lesson well structured, with a suitable pace? Where appropriate, are resources (including ICT) used to develop pupils learning? Is mathematical vocabulary appropriate to pupils ages developed and used correctly? Are there a variety of learning opportunities? For example, are pupils expected to explain, discuss, demonstrate, practice, solve problems, watch, listen and do practical work? Are support staff deployed well? Are the learning needs of all pupils taken into account? Do pupils attain at an appropriately high level? Are pupils attitudes towards learning mathematics positive? For example, do they listen attentively, participate confidently, persevere, concentrate and work independently without direction or supervision? Mental Mathematics: Is there a good interaction between pupils and the student? Is the pace of the lesson good? Are pupils given varied opportunities to engage in mental and oral mathematics? Does the whole-class work aim to involve all pupils? The Main Activity: Is the activity or are activities explained well to pupils? Is differentiation appropriate and manageable, with differentiated group activities linked to no more than three and linked to a common theme? Is the class organised so that the student can work with a group without interruption? Does the activity involve the pupils in an appropriate level of fluency, reasoning and problem-solving? Plenaries: Are plenaries used purposefully? Does the student praise work of merit and achievement? Are key aspects of the lesson clarified and discussed in relation to learning outcomes? 62

63 Science A Model for the Teaching of Primary Science The competent teacher: has personal knowledge, understanding and skill in science; can clearly communicate science learning goals to pupils; has a clear view of the requirements of the National Curriculum; is aware of contexts, teaching techniques and organisation for different learning goals; draws on a wide range of teaching strategies to support learning in science; knows and can use resources such as science schemes, textbooks, materials, apparatus and information technology to support and enhance learning; can devise high quality scientific learning experiences for pupils; has a variety of strategies for monitoring and assessing pupils progress in science; is aware of common alternative frameworks pupils hold about science concepts; can, in her or his contact with pupils: - set expectations at an appropriate level - ask appropriate questions and give constructive feedback to pupils - identify and respond appropriately to individual differences between pupils - maintain interest and motivation; has developed a personal style which includes a continuing exploration of the ways in which pupils learn science effectively; has a variety of strategies for monitoring, assessing, recording and reporting pupils progress in science. Teaching Opportunities for Students Within the framework of the school s Science Policy and Scheme of Work and the class teacher s planning, students need the following opportunities to develop their science teaching: to teach investigative and illustrative science as appropriate; to explore pupils alternative frameworks in science; to teach any other areas of science identified in the teacher s planning; to teach science to the whole class, groups of individuals; to develop their experience of different aspects of science teaching, including practical work, problem solving and investigating; to use a variety of different teaching methods and scientific resources. Areas for Discussion in the Teaching of Science Students often find the following general issues challenging in science teaching. Including such issues in your discussions of planning, teaching and assessing will help to clarify your student s ideas. Specific discussion on issues about the teaching of science will be invaluable. Checklist of General Issues for Discussion: How teachers work from and with commercial schemes and other materials How teachers differentiate provision for the different levels of attainment in the class. How science exploration is covered The range of materials and resources that can be used to teach science effectively (including measuring equipment and computers) How classes are organised for teaching science The range of teaching methods used in science 63

64 The way pupils alternative frameworks are explored How teachers, assess, record and report their pupils progress in science How teachers planning at different levels balances different parts of the science National Curriculum The role of the science co-ordinator in the school How the school has responded to Ofsted comment on science, SATs results and national data on pupils achievements in primary science. Checklist of Specific Issues about Science: The school policies on the teaching of investigative science Your planning for practical science activities Your teaching methods for developing science and the resources you use How you permeate English through mathematics through science The differentiation strategies you use in your teaching of science Your assessments of the pupils process skills and knowledge and understanding How you feed back to pupils on their science work How you support your own knowledge and understanding in science. ICT In view of the Government's recent emphasis on Computer Science, students at Brunel have engaged in activities focusing on computer programming for primary pupils. Students will be delighted to develop this in your school so please discuss this opportunity for professional development. Training at Brunel places great emphasis on the use of the computer-based ICT resources in teaching English, mathematics and science. They will be expected to plan for and use in their teaching at least one computer-based ICT resource in each of the core subjects. This may take place in the context of small group or whole class teaching. There should be evidence of this in medium term curriculum plans, and in subject-specific lesson plans. Students should investigate the school policy for ICT and identify where it would be most appropriate to use the computer in their teaching of small groups and the whole class. Within the core subjects, students can consider the use of the following as starting points. They should not try to cover them all rather to select a resource from each subject and integrate it into their planning and teaching. English a word processor and/or desk top publisher to communicate ideas through writing; talking books to foster enjoyment of reading and develop an understanding of the links between speech and text; software to develop competence and confidence in spelling (e.g. phonics packages); software to develop competence and confidence in grammar (any materials to support the teaching and learning of grammar and spelling); adventure games to develop communication and problem solving skills; concept keyboards (which may be used in a variety of contexts). A digital dictaphone to record children s talk 64

65 Mathematics a range of software to complement the teaching of key concepts; investigative and problem solving software to complement teaching of key concepts; a database to develop information handling skills; a spreadsheet to develop information handling and modelling skills; the use of calculators, where appropriate in line with the National Curriculum. Science a branching database to develop information handling and categorising skills; a card index type database to develop information handling skills; a spreadsheet to develop information handling and modelling skills; a word processor to communicate understanding of science concepts and / or to report back on investigations; software to develop scientific knowledge and understanding (e.g. multimedia encyclopaedias); sensors to monitor change; modelling software to investigate scientific concepts. If the school has facilities such as access to the Internet or Interactive Whiteboards, students are obviously encouraged to look for opportunities to take advantage of these. There is no reason why they should not also explore the use of non-computer based ICT resources such as audio recorders and video cameras. Students use of ICT in the planning and teaching of the core subjects will be audited through the Professional Learning Record. 65

66 GUIDANCE ON ASSESSING STUDENTS The aim of this section is to clarify procedures for assessing the student against the Teaching Standards. The key mechanism for this is the Professional Learning Record, which seeks to provide formative, diagnostic and finally summative assessment throughout the primary course. Its main purpose during the primary course is to act as a tool to: indicate strengths and areas for development; provide the basis for informed discussion between those involved in the process. The DfE requires teacher education institutions to assess students against the Teaching Standards and to grade them on a four-point scale. Brunel s Department of Education, in collaboration with other teacher training providers and guidance provided by UCET (Universities' Council for the Education of Teachers), has devised exemplars of levels of achievement to assist this process, which takes place at the interim stage and the end of each SE and can be used formatively throughout each experience. School-based assessment points are indicated in the Professional Learning Record. FSE During the FSE the student should comment on their progress towards meeting the Teachers' Standards. At the end of the FSE the mentor should complete the Summary page of this document on PebblePad which relates to section 2 of the Standards regarding the student's personal and professional conduct during the four week placement. Where the mentor has indicated that the student has demonstrated consistently high standards of personal and professional conduct, the student will progress to the next phase. If sufficiently high standards have not been demonstrated, a Cause for Concern will be instigated (please see the next page for details) and an a Focus Plan must be drawn up, prior to progressing on to the DSE. It is important that any concerns are raised and discussed at the appropriate time. DSE and CSE The philosophy at Brunel is that students should be directly involved in their assessment and as such they are asked to self-assess their progress towards meeting the Teachers' Standards at several points throughout their training. At the interim and end stages in the DSE and CSE, the student must complete on PebblePad the self-assessment section for each of the 8 Standards. Each Standard has a descriptor to assist in the assessment process which was written through collaboration between UCET, NASBTT and the HEA. The descriptors used during the DSE allow assessments to be made, according to the experience that the student has had at that point in the course. The student is required to grade each Standard using the descriptors and provide a brief rationale for this grade. Mentors should subsequently complete the mentor section in the same way and then discuss this with the student and Link Tutor. The mentor and student should collaborate to agree on a target for each of the Standards, to be met at the next phase. These targets should be reviewed at the next assessment phase and hopefully the student will have made progress with the right kind of support and personal investment in specified areas. Areas of strength and distinctiveness should also be recorded for each Standard. Link Tutors should be involved in this aspect at the end of each SE. If, at any stage, the mentor or Link Tutor feel that unsatisfactory progress is being made; a Cause for Concern must be triggered and an action plan (called a Focus Plan) drawn up as a supportive structure. It is recognised that each school context is unique and the student s experiences and progress will be dependent on a whole range of factors. 66

67 Students will succeed in different ways depending on their strengths in relation to a particular setting. Mentors and Link Tutors are expected to draw on the full spectrum of grading over each placement. This means that a student could perform very well on their first placement and achieve a Grade One as these descriptions have been specifically written for this phase of their training. Following a moderation event at the end of the CSE, students will meet with their personal tutors where a final grade will be allocated. This document will be used in preparation for transition to the NQT year in school. A sample of students will be observed by an external examiner for quality assurance purposes. Focus Plan (Use blank proforma in section 9 and see section 10 for a completed example) Occasionally School based Mentors will feel that a student is not making satisfactory progress towards meeting the Standards. In this case, a Cause for Concern will be triggered and an a focus plan will be drawn up, in consultation with the University based Link Tutor. Support strategies will be implemented to enable students to meet the Standards. If a Focus Plan is required at any point during school experience, the mentor must contact the Link Tutor immediately. 67

68 SCHOOL-BASED & PROFESSIONAL MENTORS KEY GUIDANCE REFERENCE SHEET The design of the training tasks (sections 5-7) is intended for use by mentors and students and should form the basis of weekly training meetings. In addition to these tasks mentors might find the following resource useful as a quick reference guide to important resources. It is recommended that you preview all items at some stage during the training. To facilitate this requirement, please use the checklist column below: No. RESOURCES 1 Pre-School Experience Week Checklist 2 Checklist for Starting School Experience 3 Link Tutor SE visitation schedules - purpose 4 Observation during School Experience 5 School-based mentor's weekly checklist 6 File 1: organisational checks 7 File 2: organisational checks 8 Weekly Training Sheet - discuss 9 Interim stage assessment & Action Plan* - see Professional Learning Record 10 Section 4 - Information for Tutors 11 Action Plan completed exemplar 12 Partnership Agreement 13 Training Task Schedule- FSE 14 Training Task Schedule - DSE 15 Training Task Schedule - CSE 16 Professional Learning Record 17 File scrutiny checklist * Timely completion of the Interim Assessment at the appropriate point of each placement is critical for the benefit of all students - but especially any considered to be struggling with meeting the Teaching Standards. This affords identified students adequate time to achieve targets set on the corresponding Action Plan template (see blank proformas - section 9). This requirement is now a condition of the partnership agreement and must be strictly enforced. Mentors must contact the Link Tutor if there are any concerns at the interim stage. 68

69 LINK TUTOR PROMPT SHEET The purpose of this form is to ensure that all members of the Partnership understand the training requirement, as outlined in the Partnership Agreement. The following is a check list to be used at the Link Tutor s initial visit to the school. Ensure that the Mentor is aware of the weekly requirements (see mentor checklist) Have I regularly: Seen and reviewed the student s weekly planning prior to the lessons and subsequent lesson evaluations? Seen the weekly training task schedule? (It is the student s responsibility to complete this) Discussed/ seen examples of annotated samples of work for the profile pupils? Seen tracking assessment sheets for the whole class in the core subjects? (These are just for the lessons that the student teaches) Seen both school experience files: planning file and assessment file? Met with the student to review their weekly training experiences? (noted on the weekly training sheet) Conducted a formal lesson observation and provided feedback? (one per week) Reviewed the student s teaching requirements for the week (% of teaching time, group support time and planning/ preparation time) HAVING CONSIDERED THE ABOVE, HAVE I FACILITATED THE TRAINING NEEDS OF THE STUDENT? Ensure that the mentor understands the purpose of each of your visits and that you will be carrying out joint observations as well as scrutinising the student's files (see the file scrutiny checklist blank proformas - section 9); Ensure that the mentor understands the importance of the interim assessment and that this must be completed at the appropriate time in each placement, thus providing the student sufficient time to develop specific areas/standards. The mentor must understand that Link Tutors and the University must be made aware if there a student is making unsatisfactory progress in any area; Ensure that students and mentors understand how to use the Professional Learning Record document on PebblePad; Explain quality assurance measures and that you will be completing an evaluation of the placement with the mentors at the end of the placement. Link Tutors should ensure relevant sections of PebblePad are completed during the final visit. 69

70 Paired Placements - A Suggested Programme In a paired placement, students should take advantage of having an additional adult to take part in the planning, teaching and assessment cycle. For each lesson that the students are responsible for, one will take the lead role (the lead student ), whilst the other takes a supporting role ( support student ). A suggestion for how this would work can be seen on the following page, but each school works in different ways and we recognise the need for flexibility. Providing Feedback School based mentors or professional mentors are required to make a formal assessment of their students each week, using the Brunel Observation form (see template in section 9). When students are delivering a lesson jointly, it is appropriate to use one observation form and it will be up to your professional judgement, whether it is appropriate to provide feedback individually or jointly. As students take more responsibility individually, it would be most useful to carry out individual observations, with individual feedback. This depends on the relationship between the students and would be up to your professional judgement. 70

71 Time Activities Purpose Observation of classroom management and organisation and some teaching of core subjects. Participating in classroom routines and teaching under the direction of the class teacher, to include one session per day which is planned, taught and evaluated by the Student (with groups or whole class). Finding out about school s planning and assessment frameworks, including key policies. Setting up planning and FSE assessment frameworks for School Experience. Planning, teaching and evaluating lessons for the whole class (with support from class teacher) for 25% of week in weeks 3-4 increasing to anything up to 50% in weeks 6-7. Establishing Students knowledge of classroom and school. Developing Students confidence in planning, teaching and evaluating lessons with groups (or whole class, if appropriate). Developing knowledge of appropriate planning and assessment frameworks. Establishing Students knowledge of classroom and school. Developing Students confidence in planning, teaching and evaluating lessons with whole class (or groups, if appropriate). Developing knowledge of appropriate planning and assessment frameworks. Paired students should work together during this phase to establish their teacher presence in the classroom, observe their school-based mentor and other experienced teachers, learn the children s names and generally get to know the school. They should plan sessions or part of sessions together, with joint delivery, with clearly defined roles for each student. Students should share assessments of individual pupils, and identify best practice when making assessments during and after teaching has taken place. DSE Weeks 1-3 DSE Weeks 4-5 Planning, teaching and evaluating lessons for the whole class (with support from class teacher) for 50% of week. Working with groups, individuals or class under direction of the class teacher for 25% of week. Preparation time for completing assignments, planning directed tasks, displays, etc. for 25% of week. Developing Students confidence and competence in planning, teaching and evaluating lessons with whole class. Using appropriate planning and assessment framework. Completing directed tasks from University, including assessments. Paired students should jointly plan, deliver, assess and evaluate 50% of the week, whilst supporting the class teacher for 25% and making use of PPA time for 25%. Planning, teaching and evaluating lessons for the whole class for 50% or more of week. Other work with children for up to 25% of the week (e.g. directed tasks, assessment work). 25% preparation time. Consolidating Students confidence and competence in whole class teaching. Extending Students knowledge of class, teaching of core and foundation subjects. Extending assessment work. Completing directed tasks from University. Week 4 5: Paired students should jointly plan, deliver, assess and evaluate 50% or more of the week, support the class teacher for up to 25% and make use of PPA time for 25% 71

72 Paired Placements - Guidance for students when not leading teaching The following is a list of tasks which can be carried out when you are not leading the teaching. Some may require team planning with the lead teacher prior to the lesson. Assume the role of a support teacher in the class and work with a small group as discussed prior to the lesson with your fellow student who is leading the lesson Work with an individual pupil/ small group with EAL to support their learning with a focus on language support and development. Discuss with the lead teacher prior to the lesson so that if appropriate you can develop resources such as flash cards to support their learning Work with an individual pupil/ small group with SEND to support their learning. In collaboration with the lead teacher, plan strategies and resources to meet the learning objectives for the session to support individual needs Observe the pupils who are the focus for assessment for this lesson so that you can contribute and inform on their assessment at the end of the lesson Work with an individual child using a computer programme which supports the learning objectives of the lesson. Evaluate the programme in terms of its value in supporting individual learning to inform future planning and teaching Prepare prior to the lesson open questions to ask the more able pupils in order to extend their learning Identify any pupils misconceptions through focussed questions whilst the pupils are working individually or in groups. Plan the questions prior to the lesson. Use this information to inform subsequent planning for the class Work with an individual pupil or small group of pupils who have challenging behaviour. Focus on strategies that worked well and discuss with the lead teacher at the end of the lesson Encourage pupils to interact and work co-operatively with others Help manage the resources for the lesson, be proactive in distributing them etc. Encourage pupils to return materials to the appropriate place after use If appropriate take a small group to the ICT suite or library as discussed prior to the lesson Monitor the types of questions individual pupils respond to (open/closed) and use this information to plan questions for subsequent lessons Monitor which pupils are off-task during teacher-led teaching/group work/individual work. Use this for the basis of discussion with the lead teacher after the lesson and work on strategies together to keep the children on task in future. Or select an individual pupil and monitor when he/she is off-task. Make a record of which activities help the pupil remain on-task. Which one(s) did he/she respond to most positively? Discuss after the lesson with the lead teacher. 72

73 Paired Placements - Guidance on Peer Reviews When used effectively peer reviews can support the professional development both of the student teacher being observed and of the student teacher providing feedback. Through undertaking a peer review you become a critical friend to your partner student and need to recognize that open and honest dialogue and critique are important to the success of this process. Ground rules should be established from the outset so that both parties understand what is expected of them. Peer reviews consist of three purposefully planned events 1 : Pre lesson discussion Classroom observation Post lesson feedback and conversation During the pre lesson discussion, the student to be observed: Shares an area of teaching they wish to develop with their partner student Identifies the strategies and teaching skills they plan to use and develop Specifies their intended learning outcomes in relation to the strategies and skills being developed The student being observed also plans for the observation and, with their partner, agrees appropriate lesson observation prompts to focus on, for example: Detail the evidence which will help to identify how pupils might demonstrate progress toward achieving the intended learning outcomes Identify the intended changes to teacher and pupil behaviour During the classroom observation, the observer gathers evidence of the impact and development of the planned areas of teaching. Observing episodes during the lesson using the agreed lesson observation prompts to focus on and recording relevant evidence accomplish this. The evidence gathered can be written down on the Brunel Observation form (see blank proformas) or another observation schedule designed specifically for the purpose. In some instances you might, with permission, be able to video record the lesson. During the post lesson feedback and conversation, the observer provides feedback on evidence gathered in relation to the agreed lesson observation prompts. Key points are discussed: strengths of the teaching and their impact on pupil learning should be identified along with areas considered to be in need of further development. This feedback should serve three fundamental purposes 2 : Recognition of the desired goal Evidence about the observed students present position Some understanding of a way to close the gap between the above two Alternative ideas and strategies that might inform future planning and teaching are discussed. The student being observed reflects upon and evaluates the outcomes of the lesson and sets personal goals to support progression and continuing professional development. Exemplars of focused lesson observation question prompts might include: Were links drawn between what the pupils are learning in the current lesson with their past and future lessons? Were different types of questions used effectively to assess the understanding of a diverse range of pupils? How were pupils encouraged to work cooperatively on group tasks? 1 Adapted from DfES (2005) Key Stage 3 National Strategy, Working together: coaching and assessment for learning, Section 2: Specialist coaching for assessment for learning, DfES: HMSO, p.8 2 (ibid) p.4. 73

74 Was ICT used effectively to promote pupil learning and understanding? What strategies were drawn upon to sustain a positive learning climate throughout the lesson? Were a range of appropriate teaching and learning strategies used to ensure that all pupils (particularly those with EAL, SEND and recognised as G&T) were included in the lesson and their learning opportunities maximised? How were transitions between different lesson episodes managed, and were the behaviour management strategies employed effective? 74

75 DSE FILE SCRUTINY CHECKLIST FOR LINK TUTORS DSE/FILE 1: PLANNING AND TEACHING Section A: General Information Title Page: Handbook: Timetable: (Add to class information section) Attendance Log: The Neighbourhood: The School: Pupil 2: DSE/ FILE 2: MARRA Title Page: Section A: Individual Profile Pupils Pupil 1 (INA subject): English: Mathematics: Science: Other: The Class: Pupil 3: Pupil 4: Section B: Medium Term Curriculum Planning Weekly Plans: Pupil 5: Pupil 6: Daily Plans (if needed): Section C: Lesson Planning and Evaluations Lesson plans & corresponding evaluations English: Section B: Whole Class Records Tracking Records: Focus Groups: Mathematics: Science: Individual Assessments: Other: Section D: Additional Activities Link Tutor end of placement tasks - check EAL TASK (If applicable- this has to be completed on one of the placements) SSP Tracking document Section C: Meeting the Standards Weekly Professional Learning Records: Formal observations: Professional Learning Record discuss & sign 75

76 CSE CSE/ FILE 1: PLANNING AND TEACHING Section A: General Information Title Page: Handbook: Timetable: (Add to class information section) Attendance Log: The Neighbourhood: The School: CSE/FILE 2: MARRA Title Page: Section A: Individual Profile Pupils Profile Pupil 1: The Class: Profile Pupil 2: Section B: Medium Term Curriculum Planning Weekly Plans: Daily Plans (if needed): Profile Pupil 3: Profile Pupil 4: Section C: Lesson Planning and Evaluations Lesson plans & corresponding evaluations Section B: Whole Class Records Tracking Records: English/English: Maths Focus Groups: Science: Individual Assessments: Other: Section D: Additional Activities Link Tutor end of placement tasks - check EAL Task sign & discuss (if not completed on first placement) SSP Tracking document CEDP: Transition Point 1 (Draft) - discuss Section C: Meeting the Standards Section 5 check any unjustified Standards : Weekly Professional Learning Records: Formal observations: 76

77 Lesson Feedback Record Template Initial Teacher Education Lesson Feedback Record Name Subject area Time of lesson Observer Teaching space School Date of feedback Lesson in sequence/unit Key stage and year group Number of pupils TS TS TS TS Teachers Standards foci (the number to be determined by the individual student s learning needs) Weekly learning record foci (to appear in all lessons this Lesson specific foci week) TS TS TS TS Summary comments on pupil progress and achievement in relation to intended learning and the contribution of teaching to this Strengths (please use the Teachers Standards foci above and the attached descriptors for high quality lessons to help with the identification of strengths in the lesson) Agreed targets and action to be taken (please use the Teachers Standards foci above and the attached descriptors for high quality lessons to help write these targets and actions) 77

78 TS refs 1.2, 2.1, 2.2, , 3.3, , , , 3.2, , , , 5.2,5.4, , 2.4, 4.4, 4.5, , 4.1, 4.2, , , 6.2, 6.3, , 6.2, 6.3, , 2.5, , , 7.1, 7.2, 7.3, Descriptors for high quality lessons Pupil progress and achievement All pupils, including all groups such as those with SEND and EAL, make rapid and sustained progress in relation to the challenging learning outcomes. Pupils acquire new subject knowledge and skills and gain an in-depth understanding. Pupils show exceptional independence; they are able to think for themselves and take the initiative by, for example, asking pertinent questions, actively ensuring their own and others safety and in working constructively with others. They develop and apply a wide range of skills to great effect, including reading, writing, communication, physical and mathematical skills. Teaching Subject knowledge, planning, challenge and expectations The teacher has consistently high expectations of all pupils. The teacher has a high level of confidence and expertise both in terms of their specialist knowledge across a range of activities and their understanding of effective learning in the subject. Drawing on this excellent subject knowledge, the teacher has planned astutely and set challenging tasks based on systematic, accurate assessment of pupils prior skills, knowledge and understanding. The teacher communicates high expectations, enthusiasm and passion about their subject to pupils. Teaching promotes pupils high levels of resilience, confidence and independence when they tackle challenging activities. Differentiation Teaching is outstanding and as a result, almost all pupils are making rapid and sustained progress in the lesson. The teacher ensures that pupils of all abilities and group, such as those with SEND or EAL, learn new skills and find out how to use them in different ways. Teaching strategies, management of the learning environment and use of resources The teacher uses well judged and often imaginative teaching strategies that, together with sharply focused and timely support and intervention, match individual needs accurately. Consequently, pupils learn exceptionally well. They use a very wide range of innovative and imaginative resources and teaching strategies to stimulate all pupils active participation in their learning and secure outstanding progress across all aspects of the subject. ICT is used very effectively to support observation and analysis to improve work further. Other adults support is well focused and makes a significant contribution to the quality of learning. Assessment for learning The teacher systematically and effectively checks pupils understanding throughout lessons, anticipating where they may need to intervene and doing so with notable impact on the quality of learning. Marking and constructive feedback from teachers and pupils are of a high quality, leading to high levels of engagement and interest. Pupils are given frequent opportunities to assess their own and others performances and make suggestions for how they could be improved. Lesson pace, development of broader skills and appropriateness of homework Time is used very well and every opportunity is taken to successfully develop crucial skills, including being able to use their literacy and numeracy skills. Appropriate homework contributes or potentially contributes very well to pupils learning. Behaviour and safety Pupils attitudes towards learning are exemplary. Skilled and highly consistent behaviour management by the teacher makes a strong contribution to an exceptionally positive climate for learning in the lesson. All groups of pupils are safe within the lesson. They understand very clearly what constitutes unsafe situations and are highly aware of how to keep themselves and others safe. 78

79 Lesson Feedback Record Guidance The Brunel ITE Partnership is committed to ensuring that students receive high quality written and verbal feedback on their lessons, which appropriately supports their development across all school experiences on the programme and also their transition into their first post and their induction year. Therefore, the role of observing staff is crucial in scaffolding the students learning and in collaboratively negotiating and setting targets with associated actions, which help them to deliver high quality lessons to enhance pupil learning. In the each of the three phases of the programme observers should use the Brunel Initial Teacher Education Lesson Feedback Record. The student must provide the observer in advance with appropriate documents to support the observation process. These are detailed at the top of the proforma. In particular, we would like all observing staff to annotate on the lesson plan provided for all observed lessons so that the relationship between the planning process and lesson delivery is firmly embedded in the learning process for the student. The student should complete the standard information set in the next table in advance of the lesson. They should also use their weekly learning record from their last mentor meeting to provide some Teachers Standards related foci to inform the observation process. These weekly foci would appear in all lessons observed that week. The student should also provide Teachers Standards related foci which are specific to this particular lesson and this class of pupils. The number of either weekly or lesson related foci are not set and should be determined by the individual needs of the student. Add or take away from the number of rows provided in this table accordingly. We would like observing staff to comment specifically on pupil progress and achievement in relation to the intended learning specified on the lesson plan and the contribution of teaching to this learning in the table provided. This is to support students in focusing on pupil learning as an indicator of the quality of teaching in the lesson. We would then like the observer and student to record overall strengths in the lesson and to use the Teachers Standards foci for the lesson and the general copy of the Teachers Standards provided by the student to do this. We have also provided some descriptors for high quality lessons on the back of the proforma, which you can use to help articulate these strengths. These descriptors cross reference back to the Teachers Standards. Finally, in order to support students in aspiring to meet the Teachers Standards generally at a high level on the Profile document and to teach high quality lessons, they will require precise targets and actions. We would like observing staff to agree these collaboratively with the student and ensure they are again written with reference to the Teachers Standards foci for the lesson, the Teachers Standards generally and the descriptors for high quality lessons provided. The Brunel ITE partnership has identified that regular high quality written and verbal feedback is crucial to the development of our students. As such, we request that frequency of written feedback is given as follows: FSE 2 written feedbacks per week or 4 per fortnight DSE & CSE 3 written feedbacks per week or 6 per fortnight. 79

80 The post-lesson conversations between the observing member of staff and the student are also crucial in helping to review progress and set aspirational targets and actions to move practice on in relation to teaching high quality lessons. It is very important that the observer offering verbal feedback after the lesson supports the student in analysing their own practice through the use of effective in-depth questioning, rather than providing a summary of the lesson or tips for teachers. This does not prevent the observer from sharing best practice with the student. However, we would recommend that discussion and questioning should include: How the lesson intended to build on the prior learning of pupils; How well pupils and specific groups of pupils met the intentions for learning and why and the relationship of this to the teaching; The relationship between lesson planning and the delivery of the lesson; How effectively the teaching met targets and action set in relation to pre-determined Teachers Standards foci; Whether there was evidence of strengths and areas for development in relation to the Teachers Standards generally; What the next steps are in terms of specific targets and actions that would move practice on and how this will inform future planning and delivery. The written feedback sheets are extremely important in supporting the dialogue between the Mentor and student during the weekly meeting and should be used to help shape future targets and actions for the following week. Therefore, some of the agreed weekly targets and actions will inform the weekly learning record foci to be written into all the lesson feedback proformas for the following weekly. This should create a cycle of learning for the student and help them to constantly extend and improve their practice. Supporting transition into first post and induction year through lesson feedback The Brunel ITE partnership believe that it is important to support students into the expectations for lesson observation processes they will experience during their induction year in their first post and as part of the Ofsted school inspection framework. As such, we have designed a specific lesson feedback proforma to be used on three occasions at times negotiated with the student teacher during the CSE phase of the programme. These can be subsumed into the three written feedbacks per week or six per fortnight detailed earlier in this guidance and should not be seen as additional. The majority of the proforma is the same as the standard feedback document detailed earlier. However, the transition proforma supports the student teacher becoming more familiar with Ofsted grading systems and descriptors which are used as part of the school inspection framework. On the inside of the proforma a set of descriptors are outlined in three broad categories and, under teaching specifically some sub-categories, as follows: Pupil progress and achievement Teaching Subject knowledge, planning, challenge and expectations Differentiation Teaching strategies, management of the learning environment and use of resources Assessment for learning Lesson pace, development of broader skills and appropriateness of homework Behaviour and safety 80

81 These descriptors are again cross referenced back to the Teachers Standards but they are also now associated to the Ofsted grading system that would be used in school as follows: Outstanding Good Requires improvement Inadequate We would like the observer to tick against these descriptors as they observe the lesson in the small box provided. Both the student and the observer are then required to allocate a best fit grade for the three broad categories and then collaboratively agree a best fit grade in each area. This helps to orientate the student teacher to the criteria as well as supporting the observer s judgements. This is then used to determine a best fit overall grade for the observed lesson, as would potentially happen in formal lesson observation or an Ofsted inspection observation in the induction year. Beyond this the processes for completing the rest of the proforma are as per the instructions provided previously, only that strengths and targets and actions should also cross reference back to not just the Teachers Standards but the Ofsted grade descriptors as well. We would like to stress that these three specific observations are part of the process of supporting transition in first post and induction and the grades for these lessons should not result in an adjustment of the final CSE Profile grades, which are related to the Teachers Standards. 81

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83 Section 5 Foundation School Experience Training Task Schedule Below is a list of training activities that would be highly useful for students to experience and investigate during the FSE. The suggested weeks for each activity should be seen as a GUIDE ONLY as the order of activities can be changed to accommodate the organisation of the school, the class teacher and the Student s needs. Some of the training tasks form an important part of the Professional Learning Record and clearly provide evidence towards meeting particular Teaching Standards. Although it is the Student s responsibility to manage their own workload, we encourage Mentors to keep sight of these training activities to oversee how effectively their student is managing their workload. Formal observations may be conducted during FSE, as it is useful for students to receive structured feedback on any activities that they have led in preparation for the placement weeks. For specific guidance on Paired Placements see the end of section 4 of this handbook. NB: It is important that preparation work is undertaken systematically during the Foundation Phase so that students feel organised and ready for DSE. Setting up files and preparing key items of paperwork in advance are crucial. It is important for them to take a pro-active approach. Non-Core Foundation Subjects With limited time to cover the non-core foundation subjects in depth during the University-based element of the programme, students are required to develop their subject and pedagogical knowledge of these subjects during the Foundation Phase in school. For the subjects listed here - History, Geography, Art, Design Technology, Physical Education, Music, PSHE, RE - students should explore and record how the non-core foundations are planned, taught and assessed in their placement school. We appreciate that some subjects will be more detailed than others depending on the focus of the school during the training period. (For example, history and geography may be taught in blocks so students may not see history during the Foundation Phase - we recognise this cannot be avoided). The school may adopt a cross-curricular approach so students may decide to present links between other subjects in a particular way. 83

84 Foundation School Experience (FSE) Directed Tasks Directed Task Grammar directed task SSP and reading Meeting the Literacy/ English Coordinator English planning directed task (the storysack) Speaking and listening directed task Writing directed task Number conference Detail Explore how grammar is taught within the school and year group that you are in. How are the school addressing the increased focus on grammar? (embedded or discrete teaching or a combination of both) Refer to the grammar directed task.. This task will be school-led in line with the pupils needs and year group being taught. Set up a meeting with the Literacy Coordinator to discuss the teaching of reading and SSP within the school. Students must update their reading tracker with the information gathered from this interview. Explore how the teaching of early reading and SSP is planned, taught and assessed within the school. Observe how phonics and reading are taught and write up a formal observation/s using the prompts in the SSP tracker. This should include the teaching of guided reading depending on how it is taught in the school. How is the school reading scheme and library organised? How are home/ school reading partnerships developed? Deliver your story sack in school and complete the directed task by Monday 8 th December This will be compiled into a group portfolio with other students in your tutor group to share (see guidance from the taught session). Ensure that you have completed your first attempt of this directed task. Ensure that you have completed your first attempt of this directed task. Select a pupil under the direction of your mentor to carry out a number conference (further guidance is available on BB) Transcribe three continuous minutes using the format in the guidance and 84

85 Mental and oral starters Science elicitation task Foundation Subjects Interview with the subject coordinators Resources Safeguarding Display bring to the next university-based maths session Plan, deliver, assess and evaluate at least five mental and oral starters Choose a scientific topic that the pupils have recently covered in school Identify an appropriate pupil (under direction of the class teacher) Choose an activity to elicit the scientific understanding of your chosen topic of your pupil and summarise your findings (further guidance is available on BB) Investigate how these subjects are integrated, planned, taught and assessed in your school It is up to you how this is presented Find out who is responsible for each subject area and arrange to interview each member of staff about what the role involves Find out where the resources for each subject area are stored throughout the school and what the processes are for using them in your own classroom Familiarise yourself with the safeguarding policies and procedures in the school Talk to the safeguarding officer about: o Particular issues that the school faces o What support is available for staff, pupils and families o How bullying issues are addressed Take responsibility to plan and produce a display of pupils work (with guidance from your mentor) 85

86 Weekly Activities Main Focus / training activity Please tick These activities should be part of an ongoing, weekly training experience Student and school-based mentor to review and discuss this Training and Task Schedule together. Student to attend all planning weekly team meetings so that expectations and standards are clear and planned for in advance. Student to observe experienced teachers teaching across a range of subjects School-based mentor to review School Experience files. Set and review clear targets for future development (on observation sheet). These should be in line with the Standards for QTS. Student to observe classroom management and organisation Student to observe and make detailed, focused notes on the teaching of English lessons (including any extended writing lessons such as Big Write, phonics, grammar and poetry). See English directed tasks guidance booklet. Students should share their SSP tracker and action plan, grammar action plan with their mentors. Student to deliver their story sack and grammar activity as soon as they feel confident to.. This can be delivered to a small group to gain confidence at the early stages. Students should review the effectiveness of these in a critical manner. Student to observe and make detailed, focused notes on the teaching of at least two mathematics sessions each week. Student to observe and make detailed, focused notes on the teaching of a science session each week (where this is not possible, the mentor should ensure that students gain experience of science teaching in another class) Student to observe and make detailed notes on a PE session each week. Student to ask the teacher how they can support in any particular group activities during the Foundation Phase and to undertake small-scale, whole class work (e.g. taking the register or reading) for a limited time under the guidance of the class teacher Student to explore the scope for completing the EAL directed task over this placement Student to analyse the core subject directed tasks with a view to fulfilling the requirements of specific elements Student to plan and evaluate in detail, any prime responsibility taken for teaching (whole class sessions or group work). These should be kept in the relevant sections in the school experience files Student to develop and add to knowledge of how the non-core foundation subjects are planned, taught and assessed. Student and mentor to review the FSE directed tasks Student to complete the Weekly Professional Learning Record Mentor s initials 86

87 Read the below in conjunction with the core subject guidance from the core subject tutors. Week FSE Main Focus / training activity number 1 School-based Mentor to prepare a programme of induction to the school, with any relevant school policies, documents, information needed, etc. Student to share the Initial Needs Analysis with mentor on PebblePad Student to set up two school experience files (Planning and MARRA) Student to collect information on the school, the neighbourhood and class (refer to the guide to keeping your file in this Handbook) School based Mentor/ Professional Mentor to introduce Student (where possible) to other colleagues, such as subject coordinators, classroom assistants, SMT and administrators. A list of names of key staff would be useful School based Mentor/ Professional Mentor to make clear the school s dress code/ PE dress code and any other relevant matters Student to obtain a copy of the class and school timetable and note carefully break times, assemblies, playtime duties, staff meeting, team planning meeting dates etc. Student to review the handbook, particularly the section on professionalism Student to work with all the children in small groups, getting to know their names as soon as possible Student to obtain a group list of pupils and their ability sets where appropriate. Find out who receives extra support from a TA/ EAL assistant etc Mentor to ensure student is aware of protocol regarding safeguarding issues Student to obtain class teacher s address/ school phone number or any other necessary contact details. Student to give the school their contact details Student to give the class teacher the Link Tutor s contact details if these are available so that two-way communication can be facilitated. School-based mentor to share reward and sanction procedures for class and school (student to keep in file) Student to plan, teach and evaluate an activity to do with a group of pupils, under the direction of the school based mentor. If the student feels confident, they may want to do a whole class activity for PART of a lesson (e.g.: mental starter, word/ sentence level activity, part of a Science lesson) Student and mentor to discuss attendance and punctuality protocol Mentor s signature 2 Student to obtain dates for parents evenings and request possibilities for involvement Student to discuss assessment procedures with school-based mentor and arrange meeting with assessment coordinator Student to request to see where resources are located in the school to support their teaching. Student to set up a meeting with each of the subject coordinators Student to find out about the school's planning and assessment frameworks and key policies Student to obtain/ request copies of IEP s for pupils in their class (pupils with SEND) and details of pupils on the EAL/ G&T register or any pupils with specific medical conditions. These will remain confidential and are needed for purposes of effective planning, teaching and assessment Student to discuss the number conference directed task with the mentor and select an appropriate pupil. Student to explore suitable ICT resources to use with pupils Student to set up meetings for observations of other class teachers in the school. Student to begin to take responsibility for planning and delivering small group, then whole class lessons, under the guidance of the mentor 87

88 Mentor s signature 3 Student to build up to plan, teach and evaluate for 25% of the week, with support from the school-based mentor Student to have set up opportunities to observe the teaching of phonics Student to discuss the INA assignment with the mentor, and together decide on an appropriate pupil to use for this work (Please see guidance in this handbook). Student to set up meetings for observations of other class teachers in the school. This maybe particularly beneficial in the teaching of SSP and any grammar work being done with year 5/ 6 pupils in particular. Student to write a draft letter of application for the imaginary job advertised on Blackboard Learn. A job description and person specification is provided. Mentor s signature 4 Student to continue to begin to plan, teach and evaluate for 25% of the week, with support from the school-based mentor Student to select 5 focus pupils (for assessment in the core subjects over the course of the Development Phase, and in addition to the profile pupil for the INA) in consultation with school based mentor. Select one pupil with EAL for the EAL assessment directed task this may be one of the focus children. This child can be an advanced bilingual learner (ABL) who is fairly proficient in English or working at national expected levels. Student to set up meetings for observations of other class teachers in the school. Student to collect examples of the end of term report template used by the school in preparation for writing the Profile pupil s summative report Mentor s signature 5 Student to begin to plan, teach and evaluation for up to 50% of the week, with support from the school-based mentor Student to undertake a number conference with a pupil for INA assignment Student to set up meetings for observations of other class teachers in the school. This may be to focus on non-core subjects or different age groups. Mentor s signature 6 Student to continue to plan, teach and evaluate for up to 50% of the week, with support from the school-based mentor Student to set up meetings for observations of other class teachers in the school. This may be to include discussion time to look at cross-school planning and assessment. Mentor s signature 7 Student to continue to plan, teach and evaluate for up to 50% of the week, with support from the school-based mentor Student to set up/ discuss a regular slot for a weekly meeting time for each week of the Development Phase with the school-based mentor (this may vary week to week depending on the teacher s commitments). Make clear and discuss expectations for each week in order to avoid any complications later on. Student and school-based mentor to meet to set up planning and assessment frameworks for the DSE. Student to complete the Professional Learning Action Plan for DSE Mentor and student to complete relevant sections on Professional Learning Record Mentor to complete Interim stage of Professional Learning Record, discuss with student and agree final grade by the end of this week Mentor s signature 88

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90 Section 6 - Development School Experience Training Task Schedule SCHOOL EXPERIENCE (FORMAL OBSERVATIONS BEGIN) NB: The Weekly Training Sheet needs to be completed by student every week. Weekly Activities These activities should be part of an ongoing, weekly training experience Main Focus / training activity weeks Student and school-based mentor to review and discuss this Training and Task Schedule together. Student and mentor to discuss planning at weekly team meetings so that expectations and standards are clear and planned in advance. School-based mentor to complete at least one formal observation of the Student teaching. Mentor and student to have weekly professional learning meetings to discuss progress and targets, after which student to complete Weekly Professional Learning Record School-based mentor to monitor planning and assessment file and suggest action points if necessary. Student should follow up on any action points suggested. Student to observe experienced teachers teaching across a range of subjects Student to discuss planning, evaluations and observations with class teacher in a systematic style. School-based mentor to review School Experience files. Set and review clear targets for future development (on observation sheet). These should be in line with the Standards for QTS. School-based mentor to discuss expectations of standards of pupils work with Student. Marking should be in line with the school s policy. School-based mentor to discuss strategies for pupil assessments with Student School-based mentor to give regular feedback regarding expectations for pupils attainment Student and school-based mentor to review progress towards Professional Standards for Teaching using the level descriptors Please tick when complete

91 Mentor s initials Student to gather assessments on the profile pupil every week in English, maths and science Student to gather assessments on the five focus pupils over the course of the block in maths, science, speaking and listening and reading and writing (NB: assessment data for SSP may be collected in a different form so please discuss with mentors) School-based mentor to discuss with Student ways of working with additional adults in the class. Student to report information regarding particular pupil s progress, informally to parents where possible School based mentor to arrange for the Student to participate in the preparation and administration of SATs / half termly tests and use APP grids where possible. 91

92 Week No. Main Focus / training activity 1 Student and mentor to review Professional Learning Action Plan Student to plan, teach and evaluate 50% of the week, with support from school-based mentor Student to work with groups, individuals or class under direction of class teacher for 25% of week Preparation time for completing assignments, planning directed tasks, displays etc. for 25% of week Students to maintain the two school experience files (planning and assessment) Student to observe school-based mentor teach mathematics and / or English, including phonics/ early/ guided reading,any grammar and poetry related activities. Mentor to ensure student is aware of protocol re: safeguarding Student to assess focus pupils in core subjects (ongoing once over the block) Student to talk to subject co-ordinators about policies and resources available Student to carry out science elicitation activity (Science task 2) Student to plan opportunities for the English directed tasks in reading, writing, speaking and listening (to include SSP, grammar, storysack, EAL- see English directed tasks booklet as all guidance is in there. NB: The EAL directed task can be conducted on either placementbut we set it at the start to ensure that opportunities are planned for early on. Student and school-based mentor to monitor and review assessment trail checklist Mentor s signature 2 Mentor s signature Student to plan, teach and evaluate 50% of the week, with support from school-based mentor Student to work with groups, individuals or class under direction of class teacher for 25% of week Preparation time for completing assignments, planning directed tasks, displays etc. for 25% of week Student to find suitable ICT resources to use with pupils Student to discuss assessment procedures with mentor Student to observe a science lesson. Take note of the differentiation in place Student to assess focus pupils in core subjects (on-going) 3 Student to plan, teach and evaluate 50% of the week, with support from school-based mentor Student to work with groups, individuals or class under direction of class teacher for 25% of week Preparation time for completing assignments, planning directed tasks, displays etc. for 25% of week Student to observe mentor teach Mathematics and / or English Student to observe a PE lesson. Take note of class management, particularly re: health and safety and any individual needs 92

93 Mentor s signature 4 Student to assess focus pupils in core subjects (ongoing) Student and school-based mentor to monitor and review assessment trail checklist Student to conduct English Speaking and Listening observation Student to plan, teach and evaluate at least 50% of the week, with support from school-based mentor Other work with pupils for up to 25% of week (e.g. Directed tasks, assessment work) 25% preparation time Student to assess focus pupils in core subjects (ongoing) Student to teach a PE lesson (under supervision of class teacher) Student to find opportunities to report to parents (preferably about positive achievements!) Student to join in with KS1/2 SATs or other termly assessment preparations where possible Student to observe subject co-ordinators teach their subjects (to be included in PPD file) Student to plan/present display with advice from mentor Student and mentor to monitor/review assessment trail checklist Student to conduct any relevant English directed tasks for Special Needs Assignment (see English handbook and directed tasks booklet for exact details) Mentor s signature 5 Mentor s signature Student to plan, teach and evaluate at least 50% of the week, with support from school-based mentor Other work with pupils for up to 25% of week (e.g. Directed tasks, assessment work) and 25% preparation time Student to assess focus pupils in core subjects (ongoing) Student to observe subject co-ordinators teach their subjects (to be included in PPD file) Student to observe other teachers in the school with alternative behaviour management styles Students to plan and deliver a full investigative science lesson, with support from school-based mentor Student and school-based mentor to monitor and review assessment trail checklist Student to complete the self-assessment parts of the Professional Learning Record and pass to mentor Mentor to complete next section of Professional learning record then meet with student to agree final grades which should be recorded on the summary pages. 93

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95 Section 7 Consolidation School Experience Training Task Schedule This list of activities will be highly useful for Students to experience and investigate during CSE. The suggested weeks should be seen as a GUIDE ONLY as the order can be changed to accommodate the school, the class teacher and the Student s needs. Some tasks form an important part of core subject portfolios or provide evidence towards meeting particular Standards for QTS. Although it is the Student s responsibility to manage their own workload, we encourage Mentors to keep sight of these activities to oversee how their student is managing their workload. Although formal observations are not conducted during the action plan weeks, it is useful for Students to receive structured feedback on any activities that they have led. Preparation work should be undertaken systematically during action plan weeks so that students are organised and ready for the experience. Setting up files and preparing key items of paperwork in advance are crucial. It is important to take a pro-active approach. Time CSE: Main Focus / training activity Action Planning Week 1 GAINING AN OVERVIEW OF THE SCHOOL/ CLASS AND KEY ROUTINES/ POLICIES School based Mentor/ Professional Mentor to introduce Student (where possible) to other colleagues, such as subject coordinators, classroom assistants, SMT and administrators. A list of names of key staff would be useful. School based Mentor/ Professional Mentor to make clear the school s dress code/ PE dress code and other relevant matters. Student to obtain a copy of the class and school timetable and note carefully break times, assemblies, playtime duties, staff meeting, team planning meeting dates etc. Student to read relevant school policies and make notes for their file. It is not necessary for hard copies to be included in files. Student must ensure that they follow the guidelines outlined in the policies. Student to sensitively obtain/ request copies of IEPs for pupils in their class (pupils with SEND) and details of pupils on the EAL/ G&T register or any pupils with specific medical conditions. These will remain confidential and are needed for purposes of effective planning, teaching and assessment. Mentor to ensure student is aware of protocol re: safeguarding Student to obtain a group list of pupils and their ability sets where appropriate. Find out who gets extra support from other adults. Student to be involved in any whole school phonics schemes. Student to find out about the school's planning and assessment frameworks (including APP). Student to obtain class teacher s address/ school phone number or any other necessary contact details. Student to give the school their contact details. Student to give the class teacher the Link Tutor s contact details if these are available so that two-way communication can be facilitated. 95

96 Student and mentor discuss attendance and punctuality protocol Student to set up school experience files (Planning and MARRA) Student to discuss draft Action Plan with mentor and work to identify areas on need and support Student to begin to plan, teach and evaluate for up to 25% of the week, with support from the school-based mentor Mentor s signature Action Plan week 2 Mentor s signature Student to discuss Professional Learning Record with Class Teacher/Mentor, in particular the Action Plan. BECOMING AN ACTIVE MEMBER OF THE CLASS Student to participate in supporting with classroom group routines/ activities under the direction of the class teacher Student to observe school-based mentor teaching core subjects (and the teaching of phonics) School-based mentor to share reward and sanction procedures. Student to see where resources are located in the school. Student to continue to plan, teach and evaluate for up to 25% of the week, with support from the school-based mentor Student to set up a meeting with the Core Subject Coordinators Student to select four profile pupils in core subjects for assessment every week, in consultation with mentor. Select one pupil for the EAL assessment research task this may be one of the 4 profile pupils (if not completed during DSE). The EAL directed task must be completed by the end of your training. Student to set up a weekly meeting time with their class teacher (this may vary week to week depending on the teacher s commitments). Discuss expectations to avoid any complications later on. Set up meetings to observe other class teachers. Student to explore how the school teaches phonics Student and mentor to finalise Action Plan for remainder of CSE. NB: Students are expected to go out on playground duties WITH their class teachers, attend all staff meetings/ team planning meetings and support with Parents Evenings/ Parent Workshops (if applicable). Students should find out dates of parents evenings and should attend and participate where possible, even if these occur outside of the placement dates. It is important that they get involved in the wider aspects of school life and we encourage this as part of their training. If there is a school trip during the block experience, we encourage students to get as involved as possible as this is a valuable training experience. This schedule is NOT an exhaustive list but includes most of the key training points. Students are expected to use their professional judgement at all times and behave appropriately in line with school protocol (see section on professionalism). Students should refer to core subject guidance from lectures carefully. 96

97 BLOCK EXPERIENCE (FORMAL OBSERVATIONS BEGIN) NB: The Weekly Training Sheet needs to be completed by student every week. Weekly Activities These activities should be part of an ongoing, weekly training experience Mentor s initials Main Focus / training activity weeks Student and school-based mentor to review discuss this Training and Task Schedule. Student and mentor to discuss planning at weekly team meetings so that expectations and standards are clear and planned. Mentor to complete at least one formal observation of the student. Mentor and student to have weekly professional learning meetings to discuss progress and targets, after which student to complete Weekly Professional Learning Record (WPLR) Mentor to monitor planning and assessment file and suggest action points if necessary. Student to follow up on any action points. Student to observe experienced teachers teaching across subjects, particularly SSP. Student to discuss planning, evaluations and observations with class teacher. Mentor to review School Experience files. Set and review clear Standards targets for future development (on observation sheet). Mentor to discuss expectations of standards of pupils work with student. Marking should be in line with the school s policy. Student to develop knowledge of teaching the non-core foundation subjects. Mentor to discuss strategies for pupil assessments with student. Mentor to give regular feedback regarding expectations for pupils attainment Student and mentor to review progress towards Teachers Standards. Student to gather assessments on four profile pupils every week in English (including phonics as appropriate), maths and science. Student to gather one annotated assessment in maths, science, speaking and listening, reading and writing, for every pupils in the class over the whole block Mentor to discuss with student ways of working with additional adults in the class. Student to report information regarding particular pupils progress, informally to parents where possible Mentor to arrange for the Student to participate in the preparation and administration of SATs / half termly tests where possible. Please tick when complete

98 Week No. Main Focus / training activity Student and mentor to review Professional Learning Action Plan Student to plan, teach and evaluate for 25% of the week, with support from mentor. Student to work with groups, individuals or class under the direction of class teacher for 50% of week Preparation time for planning directed tasks, displays, file update etc. for 25% of week. This slot should be agreed with the class teacher at weekly meetings. Student to observe mentor teaching core subjects (including phonics) Student to assess four profile pupils in core subjects (including phonics as appropriate) Student to carry out whole class tracking for the core subjects that the 3 student teaches, in consultation with the class teacher Student to talk to subject coordinators about policies and resources available Students to write (or adapt school s) medium term plans for the core subjects for the summer term Student to collect examples of the end of term report template used by the school in preparation for completion of profile pupils summative reports Mentor to make available medium term planning for foundation subjects that the student will be teaching. Student to complete Weekly Professional Learning Record and discuss this with the class teacher. At this meeting, it will be useful to share the SSP tracker. Mentor s signature 4 Mentor s signature 5 Student to plan, teach and evaluate for 25% of the week, with support from school-based mentor Student to work with groups, individuals or class under direction of class teacher for 50% of week Preparation time for planning directed tasks, displays etc. for 25% of week Student to use suitable ICT resources with pupils. Student to discuss assessment procedures with mentor. Student to observe a science lesson. Take note of the differentiation in place. Student to assess four profile pupils in core subjects. Student to carry out whole class tracking for the core subjects that the Student teaches, in consultation with the class teacher Student to complete Weekly Professional Learning Record and discuss this with the class teacher. Student to begin planning a display in a core subject (school-based mentor to organise TA support for this where available and part of classroom practice) Student to complete self-assessment activity in relation to the Teaching Standards Student and mentor to complete interim assessment paperwork Student to plan, teach and evaluate 50% of the week, with support from mentor Student to work with groups, individuals or class under direction of class teacher for 25% of week 98

99 Mentor s signature 6 Mentor s signature 7 Preparation time, planning directed tasks, displays etc. for 25% of week Student to observe subject coordinators teach their subjects Student to observe a PE lesson. Take note of class management, particularly with regard to health and safety and any individual needs. Student to assess 4 profile pupils in core subjects and phonics Student to carry out whole class tracking for the core subjects that the student teaches, in consultation with the class teacher Student and mentor to review assessment trail checklist Student to complete Weekly Professional Learning Record and discuss this with the class teacher Mentor to complete Interim stage of Professional Learning Record, discuss with student and agree final grade by the end of this week Student to plan, teach and evaluate 50% of the week, with support from school-based mentor (Student to ideally teach a PE lesson in this week). Student to work with groups, individuals or class under direction of class teacher for 25% of week Preparation time, directed tasks, displays etc. for 25% of week Student to assess four profile pupils in core subjects Student to carry out whole class tracking for the core subjects taught, in consultation with the class teacher Student to do number conference with the four profile pupils Student to teach PE lesson (under supervision of class teacher) Student to join KS1/2 SATs preparations whenever possible- and phonics screening test where possible Student to complete WPLR and discuss this with class teacher. Student to set up experience in an alternative setting (timings of these half days are flexible) Review SSP tracker and additional experience as necessary with the mentor. Student should discuss how they are progressing so that they leave the course confident in this area. Student to plan, teach and evaluate the equivalent of an NQTs full week (80% with PPA time) with support from mentor Student to assess four profile pupils in core subjects Student to carry out whole class tracking for the core subjects taught, in consultation with the class teacher Student to observe other teachers in the school with alternative behaviour management styles Students to plan and deliver a full investigative science lesson, with support from school-based mentor School based mentor to share with the Student how the school uses assessment data (such as PANDAs, RAISEonline) to set targets for pupils Student to complete WPLR and discuss this with class teacher. Mentor s signature 8 Student to plan, teach and evaluate the equivalent of an NQTs full week (80% with PPA time) with support from mentor Student to assess four profile pupils in core subjects, including phonics Student to carry out whole class tracking for the core subjects that the student teaches, in consultation with the class teacher Student to observe subject co-ordinators teach their subjects 99

100 Mentor s signature 9 Mentor s signature 10 Mentor s signature School based mentor to assist the student to identify the levels of attainment in the core subjects for a pupil with EAL. This will support the student in completing one of the directed tasks and help them to address particular Standards relating to achievement and diversity (TS5) Student to complete WPLR and discuss this with class teacher. Review progress on the EAL directed task if conducted in CSE. Student to plan, teach and evaluate the equivalent of an NQTs full week (80% with PPA time) with support from mentor. Student to assess four profile pupils in core subjects Student to carry out whole class tracking for the core subjects that the student teaches, in consultation with the class teacher Student to complete WPLR and discuss this with class teacher. Student to plan, teach and evaluate the equivalent of an NQTs full week (80% with PPA time) with support from mentor This is likely to be SATs and optional SATs week. Student to support mentor in administration and marking as appropriate. Student to assess four profile pupils in core subjects Student to carry out whole class tracking for the core subjects that the Student teaches, in consultation with the class teacher Student to write summative reports for the four profile pupils (in consultation with mentor, using the school s proforma) Student to attend and participate in Parents consultation evening when appropriate School based mentor to assist the Student to identify/ double check the levels of attainment in the core subjects for a pupil with EAL (this should be signed off by the class teacher and Link Tutor in relation to relevant Standards). Student to complete WPLR and discuss this with class teacher. Review progress on the SSP tracker. Student to complete the self-assessment parts of the Professional Learning Record and pass to mentor Mentor to complete next section of Professional Learning Record then meet with student to agree final grades which should be recorded on PebblePad. Student, school-based mentor and Link Tutor to complete the summary pages of the Professional Learning Record on PebblePad. 100

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102 Section 8 - Professional Learning Record (PLR) The Professional Learning Record contains all of the key documents to support you in meeting the Teachers Standards and to record, monitor and assess your progress en route to achieving QTS and making the transition into your first post. The following sections of this guidance will provide information on each of these key documents. Lesson Observation and Lesson Feedback The Brunel Initial Teacher Education (ITE) Partnership is committed to ensuring that student teachers receive high quality written and verbal feedback on their lessons, which appropriately supports professional learning across the foundation, development and consolidation phases of their programme and also their transition into their first post and induction. Therefore, the role of observing staff is crucial in scaffolding the students learning by collaboratively negotiating and setting targets with associated actions which help them to deliver high quality lessons to enhance pupil learning. Lesson Feedback Record Guidance In each phase of the programme observers should use the Brunel ITE Lesson Feedback Record (LFR). The student must provide the observer in advance with appropriate documents to support the observation process. These are detailed at the top of the proforma. In order to ensure that the relationship between the planning process and lesson delivery is firmly embedded in the learning process for the student teacher, it is crucial that in all observed lessons the observing teacher annotates the lesson plan provided. The student teacher completes the standard information set in the next table (up until the first summary comments box) in advance of the lesson. They use their weekly professional learning record from their last mentor meeting to provide some Teachers Standards related foci to inform the observation process. These weekly foci appear in all lessons observed that week. The student teacher will also provide Teachers Standards related foci specific to the particular lesson and class of pupils. The number of either weekly or lesson related foci are not set and should be determined by the individual needs of the student teacher. Add to, or remove from, the number of rows provided in this table accordingly. The LFR prompts observing staff to comment specifically on pupil progress and achievement in relation to the intended learning detailed on the lesson plan and the contribution of teaching to this learning. This is to support student teachers in focusing on pupil learning as an indicator of the quality of teaching in the lesson. There is a section for the observer and student to record overall strengths in the lesson with direct reference to the Teachers Standards foci for the lesson as well as the Teachers Standards (list provided by the student). The descriptors for high quality lessons on the back of the proforma are available to help articulate the strengths. These descriptors are also cross referenced to the Teachers Standards. Finally, in order to support students in aspiring to meet the Teachers Standards generally at a high level on the Profile document and to teach high quality lessons, they will require precise targets and actions. We would like observing staff to agree these collaboratively with the student and ensure they are again written with reference to the Teachers Standards foci for the lesson, the Teachers Standards generally and the descriptors for high quality lessons provided. 102

103 The Brunel ITE partnership has identified that regular high quality written and verbal feedback is crucial to the development of our student teachers. On this basis the professional learning process is underpinned by Verbal feedback through post-lesson professional learning conversations (see below) and annotated lesson plans after every lesson; The LFR is completed as follows: Foundation phase: two LFRs per week or four per fortnight; Development and Consolidation phase: three LFRs per week or six per fortnight. The written feedback is extremely important in supporting the dialogue between mentor and student during the weekly professional learning meeting in helping to shape future targets and actions for the following week. The agreed weekly targets and actions will inform the foci to be written into all the lesson feedback proformas for the following week. This will a cycle of learning for the student and help them to constantly extend and improve their practice.. Post-Lesson Conversations The post-lesson conversations between the observing member of staff and the student teacher are crucial to the process of reviewing progress and setting aspirational targets for professional learning practice to support the teaching of high quality lessons. It is very important that the observer offering verbal feedback after the lesson supports the student in analysing their own practice through the use of effective in-depth questioning, rather than providing a summary of the lesson or tips for teachers. This does not prevent the observer from sharing best practice with the student teacher. However, we would recommend that discussion and questioning should include: What do pupils know/what can they do that they didn t know/couldn t do at the start of the lesson? How did the lesson intend to build on the pupils prior learning? What learning has taken place against the Intended Learning Outcomes (ILOs)? What proportion of pupils achieved your ILOs? Why? Did all pupils make progress? What comments do you have on the progress of the groups in the class (able, SEND, EAL, FSM/PP)? What evidence do you have of the learning? How do you know they have learned in the way you describe above? How did you use questions to check and support learning, as well as extending learning? What were the key areas of subject knowledge required for this lesson? What are the possible/common misconceptions? How did the pupils respond to the learning activities? How did the pupils respond to you? What do you feel was positive? Strengths related to the Teachers Standards? What would you like to work on? Targets related to the Teachers Standards? What was the relationship between the lesson planning and delivery? What do you need to consider in future planning? What are the implications of this in relation to identifying Professional Learning Activities? Lesson Feedback Record: Supporting Transition into First Post and Induction It is important to support student teachers into the expectations for lesson observation processes that they will experience during their first post and induction as part of the Ofsted school inspection framework. As such, there is a specific LFR to be used on three occasions at times negotiated with the student teacher during the Consolidation phase of the programme. These can be subsumed into the three written feedbacks per week or six per fortnight detailed earlier in this guidance and should not be seen as additional. 103

104 The majority of the proforma is the same as the LFR detailed earlier but, in addition supports the student teacher in becoming more familiar with Ofsted grading systems and descriptors as part of the school inspection framework. A set of descriptors are outlined in three broad categories and, under teaching specifically some sub-categories, as follows: Pupil progress and achievement Teaching Subject knowledge, planning, challenge and expectations Differentiation Teaching strategies, management of the learning environment and use of resources Assessment for learning Lesson pace, development of broader skills and appropriateness of homework Behaviour and safety These descriptors are cross referenced to the Teachers Standards but are also associated to the Ofsted grading system that would be used in school as follows: Outstanding Good Requires improvement Inadequate We would like the observer to tick against these descriptors as they observe the lesson in the small boxes provided. Both the student teacher and the observer then allocate a best fit grade for the three broad categories before collaboratively agreeing a best fit grade in each area. This helps to orientate the student teacher to the criteria as well as supporting the observer s judgements. This is then used to determine a best fit overall grade for the observed lesson, as would potentially happen in some lesson observation situations or an Ofsted inspection observation in the induction year. Beyond this the processes for completing the rest of the proforma are as per the guidance provided previously, only that strengths and targets and actions should also cross reference to the Ofsted grade descriptors as well as the Teachers Standards. We would like to stress that these three specific observations are part of the process of supporting transition into first post and induction rather than a separate assessment process. The grades for these lessons should not result in an adjustment of the final Consolidation phase Profile grades, which are related to the Teachers Standards. 104

105 Lesson Feedback Record (LFR) Initial Teacher Education Lesson Feedback Record Documents to be provided in advance by the student teacher: Lesson plan (to be annotated on by observer) Information on pupil groups (SEND; EAL; able; FSM/PP) Copy of Teachers Standards Resources (as appropriate) Seating plan (as appropriate) Name Subject area Time of lesson Observer Teaching space School Date of feedback Lesson in sequence/unit Key stage and year group Number of pupils Teachers Standards foci (the number to be determined by the individual student s learning needs) Weekly learning record foci (to appear in all lessons this Lesson specific foci week) TS TS TS TS TS TS TS TS Summary comments on pupil progress and achievement in relation to the intended learning and the contribution of teaching to this. Strengths (please use the Teachers Standards foci above and the attached descriptors for high quality lessons to help with the identification of strengths in the lesson) Teachers Standards Strengths Reference Agreed targets and action to be taken (please use the Teachers Standards foci above and the attached descriptors for high quality lessons to help write these targets and actions) Teachers Standards Strengths Reference 105

106 TS Refs 1.2, 2.1, 2.2, , 3.3, , 4.2 Descriptors for High Quality Lessons Pupil Progress and Achievement All pupils, including all groups such as those with SEND and EAL, make rapid and sustained progress in relation to the challenging learning outcomes. Pupils acquire new subject knowledge and skills and gain an in-depth understanding. Pupils show exceptional independence; they are able to think for themselves and take the initiative by, for example, asking pertinent questions, actively ensuring their own and others safety and in working constructively with others. They develop and apply a wide range of skills to great effect, including reading, writing, communication, physical and 3.3, 3.4 mathematical skills. Teaching Subject knowledge, planning, challenge and expectations 1.3 The teacher has consistently high expectations of all pupils. 3.1, 3.2, , 2.2 The teacher has a high level of confidence and expertise both in terms of their specialist knowledge across a range of activities and their understanding of effective learning in the subject. Drawing on this excellent subject knowledge, the teacher has planned astutely and set challenging tasks based on systematic, accurate assessment of pupils prior skills, knowledge and understanding. 1.3, 4.2 The teacher communicates high expectations, enthusiasm and passion about their subject to pupils. 2.5 Teaching promotes pupils high levels of resilience, confidence and independence when they tackle challenging activities. Differentiation 5.1, 5.2,5.4, 2.1 Teaching is outstanding and as a result, almost all pupils are making rapid and sustained progress in the lesson. The teacher ensures that pupils of all abilities and group, such as those with SEND or EAL, learn new skills and find out how to use them in different ways. Teaching strategies, management of the learning environment and use of resources 2.2, 2.4, 4.4, 4.5, , 4.1, 4.2, 5.1 The teacher uses well-judged and often imaginative teaching strategies that, together with sharply focused and timely support and intervention, match individual needs accurately. Consequently, pupils learn exceptionally well. They use a very wide range of innovative and imaginative resources and teaching strategies to stimulate all pupils active participation in their learning and secure outstanding progress across all aspects of the subject. ICT is used very effectively to support observation and analysis to improve work further. 8.2, Other adults support is well focused and makes a significant contribution to the quality of learning. 8.3 Assessment for learning 6.1, 6.2, 6.3, 6.4 The teacher systematically and effectively checks pupils understanding throughout lessons, anticipating where they may need to intervene and doing so with notable impact on the quality of learning. 6.1, 6.2, 6.3,6.4 Marking and constructive feedback from teachers and pupils are of a high quality, leading to high levels of engagement and interest. 2.3, 2.5, Pupils are given frequent opportunities to assess their own and others performances and make suggestions for how 6.4 they could be improved. Lesson pace, development of broader skills and appropriateness of homework 4.1, 3.3 Time is used very well and every opportunity is taken to successfully develop crucial skills, including being able to use their literacy and numeracy skills , 7.1, 7.2, 7.3, Appropriate homework contributes or potentially contributes very well to pupils learning. Behaviour and Safety Pupils attitudes towards learning are exemplary. Skilled and highly consistent behaviour management by the teacher makes a strong contribution to an exceptionally positive climate for learning in the lesson. All groups of pupils are safe within the lesson. They understand very clearly what constitutes unsafe situations and are highly aware of how to keep themselves and others safe. 106

107 Lesson Feedback and Supporting Transition into the First Post Initial Teacher Education Lesson Feedback Record Supporting transition into first post and induction year Documents to be provided in advance by the student teacher: Lesson plan (to be annotated on by observer) Information on pupil groups (SEND; EAL; able; FSM/PP) Copy of Teachers Standards Resources (as appropriate) Seating plan (as appropriate) Name Subject area Time of lesson Observer Teaching space School Date of feedback Lesson in sequence/unit Key stage and year group Number of pupils Teachers Standards foci (the number to be determined by the individual student s learning needs) Weekly learning record foci (to appear in all lessons this Lesson specific foci week) TS TS TS TS TS TS TS TS Summary comments on pupil progress and achievement in relation to the intended learning and the contribution of teaching to this. Strengths (please use the Teachers Standards foci above and the attached descriptors for high quality lessons to help with the identification of strengths in the lesson) Teachers Standards Strengths Reference Agreed targets and action to be taken (please use the Teachers Standards foci above and the attached descriptors for high quality lessons to help write these targets and actions) Teachers Standards Strengths Reference Aspect Observer s best fit grade Student s best fit grade Agreed best fit grade Progress and 1 Outstanding achievement Teaching 2 Good Overall best fit lesson grade Behaviour and safety 3 Requires improvement 4 Inadequate 107

108 TS Refs 1.2, 2.1, 2.2, , 3.3, , , 3.4 Outstanding (1) Good (2) Requires improvement (3) Inadequate (4) All pupils, including all groups such as those with SEND and EAL, make rapid and sustained progress in relation to the challenging learning outcomes. Pupils acquire new subject knowledge and skills and gain an in-depth understanding. Pupils show exceptional independence; they are able to think for themselves and take the initiative by, for example, asking pertinent questions, actively ensuring their own and others safety and in working constructively with others. They develop and apply a wide range of skills to great effect, including reading, writing, communication, physical and mathematical skills. Pupil Progress and Achievement All pupils are making good progress in relation to well pitched learning outcomes given their starting points, including those with SEND and EAL. Pupils acquire knowledge quickly and are secure in their understanding of the subject. They gain new subject knowledge, skills and understanding at a good rate. Pupils are able to work independently when given the opportunity, taking the initiative in their work and when working with others. They develop and apply a range of skills well, including reading, writing, communication, physical and mathematical skills. Subject knowledge, planning, challenge and expectations , 3.2, , , Differentiation 5.1, 5.2,5.4, 2.1 The teacher has consistently high expectations of all pupils. The teacher has a high level of confidence and expertise both in terms of their specialist knowledge across a range of activities and their understanding of effective learning in the subject. Drawing on this excellent subject knowledge, the teacher has planned astutely and set challenging tasks based on systematic, accurate assessment of pupils prior skills, knowledge and understanding. The teacher communicates high expectations, enthusiasm and passion about their subject to pupils. Teaching promotes pupils high levels of resilience, confidence and independence when they tackle challenging activities. Teaching is outstanding and as a result, almost all pupils are making rapid and sustained progress in the lesson. The teacher ensures that pupils of all abilities and group, such as those with SEND or EAL, learn new skills and find out how to use them in different ways. Teaching The teacher has high expectations of all pupils. The teacher has a clear understanding of the value of their subject which they communicate effectively to pupils. Teaching consistently deepens pupils knowledge and understanding. Teachers have a good level of specialist expertise which enthuses and challenges most pupils and is used well in planning and teaching their subject. The teacher uses their well developed subject knowledge and their accurate assessment of pupils prior skills, knowledge and understanding to plan effectively and set challenging tasks. Teaching generally promotes pupils resilience, confidence and independence when tackling challenging activities. As a result of teaching that is mainly good, with examples of outstanding teaching, most pupils and groups of pupils, including those with SEND and EAL, who are achieving well in the lesson. All pupils are making progress in relation to appropriately pitched, including those with SEND and EAL. Pupils generally learn well with no major weaknesses. Pupils make satisfactory gains in subject skills, knowledge and understanding. Pupils are generally dependent on their teacher. They can occasionally work independently and take the initiative in developing their work, but few act as leaders or are willing to take different roles in lessons. Most pupils work effectively when provided with appropriate tasks and guidance but lack confidence in improving the quality of their work. They acquire knowledge, understanding and skills, including those in reading, writing, communication, physical and mathematics skills. The teacher s expectations enable most pupils to work hard and achieve satisfactorily and encourage them to make progress. Teaching results in most pupils, making progress in the lesson from similar starting points. The teacher has a satisfactory level of subject expertise which they use in their planning and teaching There is some good teaching in the lesson and there are no significant inadequacies. The teacher understands how to maintain pupils interest in the subject... Teaching strategies ensure that the individual needs of pupils are usually met, including those with SEND or EAL. Pupils learning and progress is inadequate, including those with SEND and EAL, given their starting point. Pupils make inadequate gains in subject skills, knowledge and understanding. Pupils rarely show the ability to work independently or take the initiative in their work. Pupils make limited progress in gaining skills, knowledge and understanding. Too many fail to work effectively and give up too easily unless closely directed by an adult. Pupils skills, including reading, writing, communication, physical and mathematical skills are not sufficient. The teacher does not have sufficiently high expectations and teaching fails to excite, enthuse, engage or motivate pupils with a range of needs. Teachers are not able to engage or retain pupils interest in the subject. The teachers subject expertise is limited, planning is inadequate and learning activities are not sufficiently well matched to the needs of pupils so they make inadequate progress. As a result of weak teaching groups of pupils in the lesson, including those with SEND and EAL, are making inadequate progress. Teaching strategies, management of the learning environment and use of resources 108

109 2.2, 2.4, 4.4, 4.5, , 4.1, 4.2, , 8.3 The teacher uses well-judged and often imaginative teaching strategies that, together with sharply focused and timely support and intervention, match individual needs accurately. Consequently, pupils learn exceptionally well. They use a very wide range of innovative and imaginative resources and teaching strategies to stimulate all pupils active participation in their learning and secure outstanding progress across all aspects of the subject. ICT is used very effectively to support observation and analysis to improve work further. Other adults support is well focused and makes a significant contribution to the quality of learning. They use effective teaching strategies that, together with appropriately targeted support and intervention, match most pupils individual needs so that pupils learn well. Teaching generally promotes pupils resilience, confidence and independence when tackling challenging activities. The teacher uses a wide range of resources and teaching strategies to promote good learning across all aspects of the lesson. The use of ICT enhances opportunities for pupils to learn effectively. Other adults support is well focused and makes a positive contribution to the quality of learning. The teacher uses a range of resources and teaching strategies to promote a satisfactory level of learning across most aspects of the lesson. There is some use of ICT to support pupil learning but it could be developed further. Support provided by other adults is effectively deployed. The teacher does not provide the resources or teaching strategies to promote effective subject learning. The teacher fails to deploy any available additional support appropriately. There is either no or an ineffective use of ICT to support learning. TS Refs Outstanding (1) Good (2) Requires improvement (3) Assessment for learning 6.1, 6.2, 6.3, , 6.2, 6.3, , 2.5, 6.4 The teacher systematically and effectively checks pupils understanding throughout lessons, anticipating where they may need to intervene and doing so with notable impact on the quality of learning. Marking and constructive feedback from teachers and pupils are of a high quality, leading to high levels of engagement and interest. Pupils are given frequent opportunities to assess their own and others performances and make suggestions for how they could be improved. Teachers assess pupils progress regularly and accurately and discuss assessments with them so that pupils know how well they have done and what they need to do to improve. Marking and constructive feedback from teachers and pupils are of a good quality, leading to good levels of engagement and interest. The teacher regularly listens astutely to, carefully observes and skilfully questions groups of pupils and individuals during lessons in order to reshape tasks and explanations to improve learning. Lesson pace, development of broader skills and appropriateness of homework 4.1, , 7.1, 7.2, 7.3, Time is used very well and every opportunity is taken to successfully develop crucial skills, including being able to use their literacy and numeracy skills. Appropriate homework contributes or potentially contributes very well to pupils learning. Pupils attitudes towards learning are exemplary Skilled and highly consistent behaviour management by the teacher makes a strong contribution to an exceptionally positive climate for learning in the lesson. All groups of pupils are safe within the lesson. They understand very clearly what constitutes unsafe situations and are highly aware of how to keep themselves and others safe. Time is used well and the teacher develops in pupils a range of skills including literacy and numeracy skills. Appropriate homework contributes or potentially contributes well to pupils learning. Behaviour and Safety Pupils attitudes to learning are consistently positive and there is very limited if any low-level disruption in the lesson. Behaviour is managed consistently well within the lesson. Pupils are safe within the lesson and understand how to keep themselves safe. Due attention is often given to the careful assessment of pupils learning but this is not always conducted rigorously enough and may result in some unnecessary repetition of work for pupils and tasks being planned and set that do not fully challenge. Pupils are informed about the progress they are making and how to improve further through marking and dialogue that is usually timely and encouraging. The teacher monitors pupils work during the lesson, picking up any general misconceptions and adjusts their plans accordingly to support learning. These adaptations are usually successful but occasionally are not timely or relevant and this slows learning for some pupils. Pupils occasionally have opportunities to assess their own learning and look for improvements. Time is used reasonably well and the teacher develops some broader skills such as literacy and numeracy but this could be further developed. The teacher sets appropriate homework and this contributes or potentially contributes reasonably well to the quality of learning for pupils Behaviour and safety within the lesson require improvement as these aspects are not good. Inadequate (4) There is no evidence of assessment for learning strategies in the lesson. Pupils are not informed about the progress they are making or how to improve further. Marking has not been completed or used to inform future learning and there is no use of constructive feedback by the teacher. Pupils are not given opportunities to feedback to each other on their learning. Too much time in the lesson is wasted and pupils cannot communicate, read, write or use numeracy as well as they should, as appropriate, in the lesson. The teacher does not set any homework or it is inappropriate in supporting pupil learning. Behaviour and safety are inadequate because pupils lack of engagement and persistent low-level disruption of learning contribute to reduced learning and/or a disorderly classroom environment. A significant minority of pupils in the lesson show a lack of respect and intolerance for each other or staff and a lack of self-discipline. Pupils or particular groups of pupils do not feel safe 109

110 Weekly Professional Learning Meetings The timetable should include a timetabled Weekly Professional Learning Meeting. This will include reviewing activities to support the student teacher in an identified area for development. The professional learning activities outlined later in this handbook contain details and exemplars of activities which the mentor and student can negotiate and undertake based on the individual learning needs. These activities will focus learning effectively. They provide evidence professional learning and progress towards meeting the Teachers Standards which support the effective completion of the Profile. The weekly professional learning meeting will include a review of progress in relation to the Teachers Standards to provide regular feedback and target setting throughout the school experience. This meeting is a time to agree the focus for the learning and lesson observations during the coming week. It is also an opportunity to review the teaching for the coming week and to make sure that planning is appropriate, although this may also be done with the relevant class teacher. This provides the student teacher with time to make adjustments and improvements as and where necessary. In order to record evidence of progress it is a requirement to use a Weekly Professional Learning Record (WPLR). Best practice for using the WPLR is as follows: The student teacher prepares for the meeting by thinking through and collating evidence of developments over the past week considering which targets have been met and the new ones that might be established; The student teacher completes most sections of the WPLR in advance; In the meeting the student teacher and mentor discuss the week s learning using the WPLR as a focus and a record is made of the key points. The mentor may amend or add to the drafted notes; The mentor ensures that the evidence in the file is checked on a regular basis to support the discussions; Targets are set for the week and noted on the WPLR by the student teacher; The student teacher and mentor sign the sheet as a record of the meeting; The WPLRs are kept in the relevant section of the file. Filed behind each one are the completed LFRs and other professional learning activities for that week. 110

111 Weekly Professional Learning Record (WPLR) Week beginning: Specific Standards targeted this week (Refer to most recent assessments: Initial Needs Analysis, interim or end of phase profile, or last WPLR) Summary of professional learning this week: Lesson(s) observed by school/hei: Additional lesson(s) (not timetabled) observed by student: Other professional learning activities (e.g. sessions attended, extra-curricular activities, parents evenings, planning with another teacher or with a classroom assistant etc.): Progress noted from last week's targeted Teachers Standards and other issues identified for discussion during training session (include Standards reference). Summary of Professional Learning Meeting Teachers Standards related targets arising from this week s training (indicate date for follow up if not next week) and strategies (professional learning activities) for achieving them. Teachers Standards Targets Reference Signed by Mentor: Signed by Student: Date 111

112 Best Evidence Record (BER) Guidance The Best Evidence Record (BER) is a working document which supports you in demonstrating and reflecting on how best you are making progress towards the Teachers Standards. It requires a regular update to improve the quality of your evidence base (e.g. following your weekly meeting). The BER itself provides an overview of the evidence, but we require you to continuously identify, review and tab the actual pieces of evidence in situ within the School Experience File. This retains the context for the piece of evidence and also prevents unnecessary administration in the removal and photocopying of evidence to go into a separate file. The selection and tabbing process is fluid and ongoing as you can move the tabs according to the best piece of evidence you have for that Standard at that particular point in time. The BER and tabbing process will be reviewed as part of your scheduled weekly mentor meetings and in preparation for the interim and final end of phase Profiling process, along with your Professional Learning Record and School experience File. You need to ensure that you and your mentor sign this before submitting to your University Tutor at the end of each placement. There are three key stages in the process of completing your Best Evidence Record which are outlined below. Stage 1: Use the grid to make an electronic note of the best piece of evidence in your school experience file for each of the Standards. Include brief details about the activity that provided the evidence and the date completed. Example 1: 5.2. Have a secure understanding of how a range of factors can inhibit pupils ability to learn, and how best to overcome these. Example 2: 6.4. Give pupils regular feedback, both orally and through accurate marking, and encourage pupils to respond to the feedback. Date: 1st Dec 2012 Activity: Attended staff training on Every Child Matters on 5th November Subsequently referred a child to Child Protection Officer as a result of concerns for his welfare. Evidence: Annotated handouts on ECM. Referral note to CPO outlining my concerns regarding child x. Date: 4th Feb 2013 Activity: Year 8 file Group 8JK 10 March 20 June. I worked with a year 8 class weekly. I was able to provide feedback that challenged their understanding and helped them address misconceptions in their learning. Evidence: Lesson plan and an example of pupil work before and after my intervention. 112

113 Evidence will be drawn from: Planning Documentation: including units of work, lesson plans, lesson assessment; learning resources; Professional Learning Documentation: including weekly professional learning records records, lesson feedback records; Partnership Professional Learning Activities: including activities included in this handbook; assessment records; pupils marked work; signed confirmation by school tutors of activities undertaken in school; evidence collated for Subject Knowledge development. Stage 2: As you collate each piece of evidence you need to self- assess and provide a brief rationale for why this is your best evidence for each statement. Use the prompts provided to say how exactly your evidence demonstrates that for example in TS2, you have ensured that you promote good progress and outcomes by pupils. Think about specific actions you took and what impact these had on pupil progress in this instance. You may also refer to the interim or end of phase grades for each standard in your profile document. Stage 3: The final stage in the process is to reflect on your progress in relation to each of the Teachers Standards. We would like you to consider how effectively, how consistently, and how independently you are engaging in the process of meeting the Teacher s Standards. Again, use the prompts provided to explain why you have replaced one piece of evidence with another better piece. What makes it a better piece of evidence? How does it better demonstrate your progress towards that specific Teachers Standard? Please note the boxes in the grid below will enlarge as you type into them. 113

114 Best Evidence Record Name: Please sign at the end of each phase: Foundation Phase (December 2013) Mentor Student HEI Tutor Developmental Phase (March 2014) Consolidation Phase (June 2014) Teachers Standards Teachers make the education of their pupils their first concern, and are accountable for achieving the highest possible standards in work and conduct. Teachers act with honesty and integrity; have strong subject knowledge, keep their knowledge and skills as teachers up-to-date and are self-critical; forge positive professional relationships; and work with parents in the best interests of their pupils. Evidence Date: Activity: Evidence: Reflection on progress (refer to relevant evidence): 114

115 Part One: Teaching A teacher must: 1. Set high expectations which inspire, motivate and challenge pupils 1.1 establish a safe and stimulating environment for pupils, rooted in mutual respect 1.2 set goals that stretch and challenge pupils of all backgrounds, abilities and dispositions 1.3 demonstrate consistently the positive attitudes, values and behaviour which are expected of pupils Date: Activity: Evidence: Date: Activity: Evidence: Date: Activity: Evidence: Reflection on progress (refer to relevant evidence). How do you ensure you set high expectations which inspire, motivate and challenge pupils? Comment on the extent to which you do the following and relate to evidence wherever possible: build pupils confidence; set challenging individual and class targets; form relationships which are constructive, affirming and respectful; encourage participation. 115

116 2. Promote good progress and outcomes by pupils 2.1 be accountable for pupils attainment, progress and outcomes 2.2 be aware of pupils capabilities and their prior knowledge, and plan teaching to build on these 2.3 guide pupils to reflect on the progress they have made and their emerging needs 2.4 demonstrate knowledge and understanding of how pupils learn and how this impacts on teaching 2.5 encourage pupils to take a responsible and conscientious attitude to their own work and study Date: Activity: Evidence: Date: Activity: Evidence: Date: Activity: Evidence: Date: Activity: Evidence: Date: Activity: Evidence: Reflection on progress (refer to relevant evidence). How have you ensured you promote good progress and outcomes by pupils? Comment on the extent to which you do the following and relate to evidence wherever possible: take responsibility for the attainment progress and outcomes of the pupils you teach; demonstrate confident judgment in planning for pupil progression; are able to articulate a clear and well justified rationale as to how you build on prior attainment; promote engaging and effective methods that support pupils in reflecting on their own learning; are able to set appropriately challenging tasks, based on pupils prior attainment. 116

117 3. Demonstrate good subject and curriculum knowledge 3.1 have a secure knowledge of the relevant subject(s) and curriculum areas, foster and maintain pupils interest in the subject, and address misunderstandings 3.2 demonstrate a critical understanding of developments in the subject and curriculum areas, and promote the value of scholarship 3.3 demonstrate an understanding of and take responsibility for promoting high standards of literacy, articulacy and the correct use of standard English, whatever the teacher s specialist subject 3.4 if teaching early reading, demonstrate a clear understanding of systematic synthetic phonics 3.5 if teaching early mathematics, demonstrate a clear understanding of appropriate teaching strategies Date: Activity: Evidence: Date: Activity: Evidence: Date: Activity: Evidence: Date: Activity: Evidence: Date: Activity: Evidence: Reflection on progress (refer to relevant evidence). How effectively have you demonstrated good subject and curriculum knowledge? Comment on the extent to which you do the following and relate to evidence wherever possible: draw on your subject knowledge to plan confidently for progression and to stimulate and capture interest; use subject knowledge to anticipate common errors and misconceptions in your planning; are proactive in relation to extending and updating subject, curriculum and pedagogical knowledge; demonstrate an understanding of the need to promote high standards of communication, reading and writing for all pupils and build this into lessons. 117

118 4. Plan and teach well-structured lessons 4.1 impart knowledge and develop understanding through effective use of lesson time Date: Activity: Evidence: 4.2 promote a love of learning and children s intellectual curiosity 4.3 set homework and plan other out-of-class activities to consolidate and extend the knowledge and understanding pupils have acquired 4.4 reflect systematically on the effectiveness of lessons and approaches to teaching 4.5 contribute to the design and provision of an engaging curriculum within the relevant subject area(s) Date: Activity: Evidence: Date: Activity: Evidence: Date: Activity: Evidence: Date: Activity: Evidence: Reflection on progress (refer to relevant evidence). How effectively do you plan and teach well-structured lessons? Comment on the extent to which you do the following and relate to evidence wherever possible: plan lessons that use well chosen strategies that match individuals needs and interests; reflect upon and review your own planning and teaching; judge the impact of your practice and use this to inform future planning, teaching and learning; contribute to curriculum planning and develop effective learning resources. 118

119 5. Adapt teaching to respond to the strengths and needs of all pupils 5.1 know when and how to differentiate appropriately, using approaches which enable pupils to be taught effectively 5.2 have a secure understanding of how a range of factors can inhibit pupils ability to learn, and how best to overcome these 5.3 demonstrate an awareness of the physical, social and intellectual development of children, and know how to adapt teaching to support pupils education at different stages of development 5.4 have a clear understanding of the needs of all pupils, including those with special educational needs; those of high ability; those with English as an additional language; those with disabilities; and be able to use and evaluate distinctive teaching approaches Date: Activity: Evidence: Date: Activity: Evidence: Date: Activity: Evidence: Date: Activity: Evidence: to engage and support them. Reflection on progress (refer to relevant evidence). How well do you adapt teaching to respond to the strengths and needs of all pupils? Comment on the extent to which you do the following and relate to evidence wherever possible: adapt your teaching to meet the needs of individuals and groups of pupils to support progression; know how to identify when groups and individuals have made progress; are able to apply a range of effective strategies to reduce barriers and respond to strengths and needs of pupils; recognise how to deal with potential barriers to learning, through interventions and appropriate deployment of support staff. 119

120 6. Make accurate and productive use of assessment 6.1 know and understand how to assess the relevant subject and curriculum areas, including statutory assessment requirements 6.2 make use of formative and summative assessment to secure pupils progress Date: Activity: Evidence: Date: Activity: Evidence: 6.3 use relevant data to monitor progress, set targets, and plan subsequent lessons Date: Activity: Evidence: 6.4 give pupils regular feedback, both orally and through accurate marking, and encourage pupils to respond to the feedback Date: Activity: Evidence: Reflection on progress (refer to relevant evidence). How have you demonstrated that you are able to make accurate and productive use of assessment? Comment on the extent to which you do the following and relate to evidence wherever possible: are able to assess pupils attainment accurately against national benchmarks; employ a range of formative assessment strategies effectively; maintain records of pupils progress and use this to set appropriately challenging targets; assess pupils progress and discuss assessments with them, so that they know how well they have done and what they need to do to improve. 120

121 7. Manage behaviour effectively to ensure a good and safe learning environment 7.1 have clear rules and routines for behaviour in classrooms, and take responsibility for promoting good and courteous behaviour both in classrooms and around the school, in accordance with the school s behaviour policy 7.2 have high expectations of behaviour, and establish a framework for discipline with a range of strategies, using praise, sanctions and rewards consistently and fairly 7.3 manage classes effectively, using approaches which are appropriate to pupils needs in order to involve and motivate them 7.4 maintain good relationships with pupils, exercise appropriate authority, and act decisively when Date: Activity: Evidence: Date: Activity: Evidence: Date: Activity: Evidence: Date: Activity: Evidence: necessary Reflection on progress (refer to relevant evidence). How have you demonstrated that you are able to manage behaviour effectively to ensure a good and safe learning environment? Comment on the extent to which you do the following and relate to evidence wherever possible: work within the school s framework, applying rules and routines consistently and fairly; have high expectations and understand a range of strategies used to promote positive behaviour; use school sanctions and rewards, including praise in order to create an environment supportive of learning; manage behaviour effectively so that pupils demonstrate positive attitudes towards the teacher, their learning and others; actively seek additional support in addressing needs of pupils where significantly challenging behaviour is demonstrated. 121

122 8. Fulfil wider professional responsibilities 8.1 make a positive contribution to the wider life and ethos of the school Date: Activity: Evidence: 8.2 develop effective professional relationships with colleagues, knowing how and when to draw on advice and specialist support Date: Activity: Evidence: 8.3 deploy support staff effectively Date: Activity: Evidence: 8.4 take responsibility for improving teaching through appropriate professional development, responding to advice and feedback from colleagues 8.5 communicate effectively with parents with regard to pupils achievements and well-being Date: Activity: Evidence: Date: Activity: Evidence: Reflection on progress (refer to relevant evidence). How have you demonstrated that you are able to participate in and make a contribution to wider professional responsibilities? Comment on the extent to which you do the following and relate to evidence wherever possible: seek out opportunities to contribute to the wider life and ethos of the school; build good professional relationships and work well collaboratively; deploy support staff and seek advice in relation to pupils with individual needs; value feedback received, using it to develop own practice further communicate with parents and carers in relation to pupils achievements and well-being. 122

123 Part Two: Personal and Professional Conduct A teacher is expected to demonstrate consistently high standards of personal and professional conduct. The following statements define the behaviour and attitudes which set the required standard for conduct throughout a teacher s career. Teachers uphold public trust in the profession and maintain high standards of ethics and behaviour, within and outside school, by: treating pupils with dignity, building relationships rooted in mutual respect, and at all times observing proper boundaries appropriate to a teacher s professional position having regard for the need to safeguard pupils well-being, in accordance with statutory provisions showing tolerance of and respect for the rights of others not undermining fundamental British values, including democracy, the rule of law, individual liberty and mutual respect, and tolerance of those with different faiths and beliefs ensuring that personal beliefs are not expressed in ways which exploit pupils vulnerability or might lead them to break the law. Teachers must have proper and professional regard for the ethos, policies and practices of the school in which they teach, and maintain high standards in their own attendance and punctuality. Teachers must have an understanding of, and always act within, the statutory frameworks which set out their professional duties and responsibilities. 123

124 The School Experience Files School Experience File Guidance The School Experience Files are vital working documents during the course of the PGCert year. They contain a range of information, which provides evidence of progress towards meeting the Teachers Standards. The files are working documents as well as being public documents which should be available at all times and accessible to Partnership staff (class teachers, Mentors, Professional Co-ordinating Mentors, HEI tutors), External Examiners and Ofsted Inspectors. In order to allow a reader to navigate them easily the files need to be organised as follows. File 1: The Professional Learning Record File 2: The Foundation Phase School File 3: The Development and Consolidation Phase School File 1: The Professional Learning Record This is a key file that provides the overview of professional learning in relation to the Teachers Standards through the duration of the PGCert course. File 1 should be structured as follows: Section A: Overview information A copy of the Teachers Standards Initial Profile Key Contacts Initial Needs Analysis Best Evidence Record Section B: Documents for the Foundation Phase Documentation from the Link Tutor Visit (includes the Link Tutor Monitoring Visit Checklist; the summary section of the most recent interim/end of phase Profile; Annotated Lesson Plan; Lesson Feedback Record); Pre-block experience Professional Learning Activities cross referenced to Standards; Weekly Professional Learning Records (WPLR) in chronological order with the following documents behind each relevant dated WPLR: Professional Learning Activities undertaken that week (all referenced to the Teachers Standards); Copies of Lesson Feedback Records (LFRs) for that week (the original is retained behind the lesson itself); Interim and end of phase Profile for the Foundation Phase. Section C: Documents for the Development Phase Documentation from the Link Tutor Visit (includes the Link Tutor Monitoring Visit Checklist; the summary section of the most recent interim/end of phase Profile; Annotated Lesson Plan; Lesson Feedback Record); Professional Learning Action Plan for the Development Phase; Pre-block experience Professional Learning Activities cross referenced to Standards; Weekly Professional Learning Records (WPLR) in chronological order with the following documents behind each relevant dated WPLR: Professional Learning Activities undertaken that week (all referenced to the Teachers Standards);

125 Copies of Lesson Feedback Records (LFRs) for that week (the original is retained behind the lesson itself); Interim and end of phase Profile for the Development Phase. Section D: Documents for the Consolidation Phase Documentation from the Link Tutor Visit (includes the Link Tutor Monitoring Visit Checklist; the summary section of the most recent interim/end of phase Profile; Annotated Lesson Plan; Lesson Feedback Record); Professional Learning Action Plan for the Consolidation Phase; Weekly Professional Learning Records (WPLR) in chronological order with the following documents behind each relevant dated WPLR: Professional Learning Activities undertaken that week (all referenced to the Teachers Standards); Copies of Lesson Feedback Records (LFRs) for that week (the original is retained behind the lesson itself); Interim and end of phase Profile for the Consolidation Phase. Section E: Documents for induction and transition into first post NQT induction transition plan; Professional Learning Action Plan for the Transition Phase. File 2: Foundation Phase File and File 3: Development and Consolidation Phase File In addition there is a separate file for each school which includes: Section A: General information about the placement school and department. Policy documents such as Safeguarding; Health and Safety, Rewards and Sanction, Equal Opportunities, Special Educational Needs, Assessment and Equal Opportunities. Section B: Teaching information Dividers relating to the classes taught including the following: Group register to include a record of pupil attendance/punctuality and pupil data that indicates pupil progress/attainment/achievement; and pupil groups (with explicit reference to SEND, EAL, the able, FSM/PP); Notes on work previously undertaken by the group in the subject area or activity (including key stage 2 for year 7 pupils); Scheme of work for the key stage; A unit of work in the required format, (you may use the content of the department s existing unit as a framework); An individual lesson plan for every lesson taught in chronological order in the required format; Lesson assessments of pupil learning and evaluations of your teaching with each lesson; Copies of worksheets or resources used with each lesson; The originals of all Lesson Feedback Records completed by your mentors, class teachers or tutors with the related lesson. General assessment records for each pupil in the groups that you teach. School Experience File Dividers In order to support the effective organisation of the files, printable file dividers have been created and included below. These can also be found on Blackboard Learn. 125

126 File 1 The Professional Learning Record

127 File 1: The Professional Learning Record Section A: Overview Information A copy of the Teachers Standards Initial Profile Key Contacts Initial Needs Analysis Best Evidence Record 127

128 File 1: The Professional Learning Record Section B: Documents for the Foundation Phase Documentation from the Link Tutor Visit (includes the Link Tutor Monitoring Visit Checklist; the summary section of the most recent interim/end of phase Profile; the Teachers Standards Action Record Sheet; Annotated Lesson Plan; Lesson Feedback Record); Pre-block experience Professional Learning Activities cross referenced to Standards; Weekly Professional Learning Records (WPLR) in chronological order with the following documents behind each relevant dated WPLR: Professional Learning Activities undertaken that week (all referenced to the Teachers Standards); Copies of Lesson Feedback Records (LFRs) for that week (the original is retained behind the lesson itself); Interim and end of phase Profile for the Foundation Phase 128

129 File 1: The Professional Learning Record Section C: Documents for the Development Phase Documentation from the Link Tutor Visit (includes the Link Tutor Monitoring Visit Checklist; the summary section of the most recent interim/end of phase Profile; the Teachers Standards Action Record Sheet; Annotated Lesson Plan; Lesson Feedback Record); Professional Learning Action Plan for the Development Phase; Pre-block experience Professional Learning Activities cross referenced to Standards; Weekly Professional Learning Records (WPLR) in chronological order with the following documents behind each relevant dated WPLR: Professional Learning Activities undertaken that week (all referenced to the Teachers Standards); Copies of Lesson Feedback Records (LFRs) for that week (the original is retained behind the lesson itself); Interim and end of phase Profile for the Development Phase. 129

130 File 1: The Professional Learning Record Section D: Documents for the Consolidation Phase Documentation from the Link Tutor Visit (includes the Link Tutor Monitoring Visit Checklist; the summary section of the most recent interim/end of phase Profile; the Teachers Standards Action Record Sheet; Annotated Lesson Plan; Lesson Feedback Record); Professional Learning Action Plan for the Consolidation Phase; Weekly Professional Learning Records (WPLR) in chronological order with the following documents behind each relevant dated WPLR: Professional Learning Activities undertaken that week (all referenced to the Teachers Standards); Copies of Lesson Feedback Records (LFRs) for that week (the original is retained behind the lesson itself); Interim and end of phase Profile for the Consolidation Phase. 130

131 File 1: The Professional Learning Record Section E: Documents for the Transition Phase NQT induction transition plan; Professional Learning Action Plan for the Transition Phase. 131

132 File 2: The Foundation Phase School 132

133 File 2: Foundation Phase School Section A: General Information Contains: General information about the placement school and department. Policy documents such as Safeguarding; Health and Safety, Rewards and Sanction, Equal Opportunities, Special Educational Needs, Assessment and Equal Opportunities. 133

134 File 2: Foundation Phase School Section B: Teaching Information Contains: Dividers relating to the classes taught including the following: Group register to include a record of pupil attendance/punctuality and pupil data that indicates pupil progress/attainment/achievement; and pupil groups (with explicit reference to SEND, EAL, the able, FSM/PP); Notes on work previously undertaken by the group in the subject area or activity (including key stage 2 for year 7 pupils); Scheme of work for the key stage; A unit of work in the required format, (you may use the content of the department s existing unit as a framework); An individual lesson plan for every lesson taught in chronological order in the required format; Lesson assessments of pupil learning and evaluations of your teaching with each lesson; Copies of worksheets or resources used with each lesson; The originals of all Lesson Feedback Records completed by your mentors, class teachers or tutors with the related lesson. General assessment records for each pupil in the groups that you teach. 134

135 File 3: The Development and Consolidation Phase School 135

136 File 3: Development and Consolidation Phase School Section A: General Information Contains: General information about the placement school and department. Policy documents such as Safeguarding; Health and Safety, Rewards and Sanction, Equal Opportunities, Special Educational Needs, Assessment and Equal Opportunities. 136

137 File 3: Development and Consolidation Phase School Section B: Teaching Information Contains: Dividers relating to the classes taught including the following: Group register to include a record of pupil attendance/punctuality and pupil data that indicates pupil progress/attainment/achievement; and pupil groups (with explicit reference to SEND, EAL, the able, FSM/PP); Notes on work previously undertaken by the group in the subject area or activity (including key stage 2 for year 7 pupils); Scheme of work for the key stage; A unit of work in the required format, (you may use the content of the department s existing unit as a framework); An individual lesson plan for every lesson taught in chronological order in the required format; Lesson assessments of pupil learning and evaluations of your teaching with each lesson; Copies of worksheets or resources used with each lesson; The originals of all Lesson Feedback Records completed by your mentors, class teachers or tutors with the related lesson. General assessment records for each pupil in the groups that you teach. 137

138 Assessment In order to be recommended for the award of Qualified Teacher Status student teachers must demonstrate that they meet the requirements of the Teachers Standards (DfE, 2013). These are mapped into all University teaching as well as underpinning the school based work. The Profile Document (explained below) is completed collaboratively by the student teacher, mentors and University staff, assessing you against the Teachers Standards. Evidence for the Profile is gathered in two distinct ways: By regularly monitoring student teacher progress toward the attainment of Teachers Standards during the school experiences through documents such as the Lesson Feedback Records and Weekly Professional Learning Records; Through the identification of Best Evidence by the student teacher. The Teachers Standards (DfE, 2013) Preamble Teachers make the education of their pupils their first concern, and are accountable for achieving the highest possible standards in work and conduct. Teachers act with honesty and integrity; have strong subject knowledge, keep their knowledge and skills as teachers up-to-date and are selfcritical; forge positive professional relationships; and work with parents in the best interests of their pupils. Part One: Teaching A teacher must: 1. Set high expectations which inspire, motivate and challenge pupils: 1.1. establish a safe and stimulating environment for pupils, rooted in mutual respect 1.2. set goals that stretch and challenge pupils of all backgrounds, abilities and dispositions 1.3. demonstrate consistently the positive attitudes, values and behaviour which are expected of pupils. 2. Promote good progress and outcomes by pupils: 2.1. be accountable for pupils attainment, progress and outcomes 2.2. be aware of pupils capabilities and their prior knowledge, and plan teaching to build on these 2.3. guide pupils to reflect on the progress they have made and their emerging needs 2.4. demonstrate knowledge and understanding of how pupils learn and how this impacts on teaching 2.5. encourage pupils to take a responsible and conscientious attitude to their own work and study. 3. Demonstrate good subject and curriculum knowledge: 3.1. have a secure knowledge of the relevant subject(s) and curriculum areas, foster and maintain pupils interest in the subject, and address misunderstandings 3.2. demonstrate a critical understanding of developments in the subject and curriculum areas, and promote the value of scholarship 3.3. demonstrate an understanding of and take responsibility for promoting high standards of literacy, articulacy and the correct use of standard English, whatever the teacher s specialist subject 3.4. if teaching early reading, demonstrate a clear understanding of systematic synthetic phonics 138

139 3.5. if teaching early mathematics, demonstrate a clear understanding of appropriate teaching strategies. 4. Plan and teach well-structured lessons: 4.1. impart knowledge and develop understanding through effective use of lesson time 4.2. promote a love of learning and children s intellectual curiosity 4.3. set homework and plan other out-of-class activities to consolidate and extend the knowledge and understanding pupils have acquired 4.4. reflect systematically on the effectiveness of lessons and approaches to teaching 4.5. contribute to the design and provision of an engaging curriculum within the relevant subject area(s). 5. Adapt teaching to respond to the strengths and needs of all pupils: 5.1. know when and how to differentiate appropriately, using approaches which enable pupils to be taught effectively 5.2. have a secure understanding of how a range of factors can inhibit pupils ability to learn, and how best to overcome these 5.3. demonstrate an awareness of the physical, social and intellectual development of children, and know how to adapt teaching to support pupils education at different stages of development 5.4. have a clear understanding of the needs of all pupils, including those with special educational needs; those of high ability; those with English as an additional language; those with disabilities; and be able to use and evaluate distinctive teaching approaches to engage and support them. 6. Make accurate and productive use of assessment: 6.1. know and understand how to assess the relevant subject and curriculum areas, including statutory assessment requirements 6.2. make use of formative and summative assessment to secure pupils progress 6.3. use relevant data to monitor progress, set targets, and plan subsequent lessons 6.4. give pupils regular feedback, both orally and through accurate marking, and encourage pupils to respond to the feedback. 7. Manage behaviour effectively to ensure a good and safe learning environment: 7.1. have clear rules and routines for behaviour in classrooms, and take responsibility for promoting good and courteous behaviour both in classrooms and around the school, in accordance with the school s behaviour policy 7.2. have high expectations of behaviour, and establish a framework for discipline with a range of strategies, using praise, sanctions and rewards consistently and fairly 7.3. manage classes effectively, using approaches which are appropriate to pupils needs in order to involve and motivate them 7.4. maintain good relationships with pupils, exercise appropriate authority, and act decisively when necessary. 8. Fulfil wider professional responsibilities: 8.1. make a positive contribution to the wider life and ethos of the school 8.2. develop effective professional relationships with colleagues, knowing how and when to draw on advice and specialist support 8.3. deploy support staff effectively 8.4. take responsibility for improving teaching through appropriate professional development, responding to advice and feedback from colleagues 8.5. communicate effectively with parents with regard to pupils achievements and well-being. 139

140 Part Two: Personal and Professional Conduct A teacher is expected to demonstrate consistently high standards of personal and professional conduct. The following statements define the behaviour and attitudes which set the required standard for conduct throughout a teacher s career. Teachers uphold public trust in the profession and maintain high standards of ethics and behaviour, within and outside school, by: treating pupils with dignity, building relationships rooted in mutual respect, and at all times observing proper boundaries appropriate to a teacher s professional position having regard for the need to safeguard pupils well-being, in accordance with statutory provisions showing tolerance of and respect for the rights of others not undermining fundamental British values, including democracy, the rule of law, individual liberty and mutual respect, and tolerance of those with different faiths and beliefs ensuring that personal beliefs are not expressed in ways which exploit pupils vulnerability or might lead them to break the law. Teachers must have proper and professional regard for the ethos, policies and practices of the school in which they teach, and maintain high standards in their own attendance and punctuality. Teachers must have an understanding of, and always act within, the statutory frameworks which set out their professional duties and responsibilities. The Profile: Guidance The Profile provides a record of the holistic picture of progress made by the student teacher towards meeting the Teachers' Standards: Part One: Teaching Part Two: Personal and Professional Conduct There are six assessment points during the course: The interim stage of the Foundation Phase The end of the Foundation Phase The interim stage of the Development Phase The end of the Development Phase The interim stage of the Consolidation Phase The final stage of the Consolidation Phase and the end of the course Assessment: Interim Phase During the course at each assessment point, an assessment will be made of the student teacher s progress towards meeting the Teachers Standards. At the interim stage in the Foundation, Developmental and Consolidation Phases, (points 1, 3 and 5 above) the student teacher will complete the self-assessment section for Part One (each of the 8 Standards), commenting on their progress towards meeting them. Each Teachers Standard has a descriptor (outlined below) to assist in the assessment. These were written through collaboration between UCET (Universities' Council for the Education of Teachers), NASBTT (the National Association of School Based Teacher Trainers) and the HEA (Higher Education Academy). The student teacher is required to grade each Standard using the descriptors and provide a brief rationale for this grade. The grades are as follows: Part One: Teaching: H: meeting the criteria for this standard to a High level; G: meeting the criteria for this standard to a Good level; M: meeting the criteria for this standard at the Minimum level of expectation; 140

141 U: not meeting the criteria for this standard and progress is Unsatisfactory. For Part Two: Personal and Professional Conduct progress is recorded as: Yes (Y) meeting expectations; No (N) not meeting expectations. The student teacher must indicate where relevant evidence can be found. Mentors should subsequently complete the mentor section in the same way and then discuss this with the student teacher. The mentor and student teacher should collaborate to agree on an interim grade for each Teacher s Standard, followed by agreement on a target for each of the Standards, to be met by the end of the phase. These targets should be reviewed at the next assessment phase. The summary for Part 1: Teaching and Part 2: Personal and Professional Conduct should be completed at the interim and end of phases, as indicated above. If, at any stage, the mentor or Link Tutor feel that unsatisfactory progress is being made in either of parts 1 or 2, a Cause for Concern (Focus Plan) must be triggered and procedures outlined in the guidance followed accordingly. Assessment: End of Phase At the end of each phase, the student teacher is again required to self-assess progress towards each Teacher s Standard, whilst also reviewing targets set at the interim stage. They are to provide a brief rationale, making reference to relevant evidence in the Best Evidence Record. After the mentor has completed the mentor assessment and rationale in the same way, both the student teacher and mentor collaborate to agree a grade for the Teachers Standard and targets for the next phase. The targets indicated at the end of the phase assessment are to inform the Professional Learning Action Plan. At the end of the Consolidation Phase, final grades are given for each of the Teachers Standards, followed by a final best fit overall grade for the final placement. The Summary Profile for both parts 1 and part 2 are to be completed and if evidence indicates that sufficient progress is not being made, then a Cause for Concern (Focus Plan) must be instigated with an accompanying support plan, as specified in the guidance. 141

142 Level Descriptors These level descriptors are to be used in each phase and for each of the school placements and support the opportunity to demonstrate progress towards meeting the Teachers Standards at a High, Good or Minimum level. The detailed content of the Teachers Standards can be referred to earlier in the handbook. Teachers Standard1: Set high expectations which inspire, motivate and challenge pupils All student teachers to be awarded QTS will have demonstrated as a minimum that: Student teachers achieving the standards at a good level may demonstrate these characteristics: Student teachers achieving the standards at a high level may demonstrate these characteristics: Unsatisfactory - student teacher is failing to make satisfactory progress towards meeting this standard They are able to encourage pupils to participate and contribute in an atmosphere conducive to learning. In the course of differing school experiences they have shown that they have set appropriately high expectations, believing that all pupils have the potential to make progress. They are able to develop a rapport with a range of individuals and groups. As a consequence of this most pupils are engaged in their learning. They consistently demonstrate professional behaviour, respect for pupils, colleagues, parents and carers and support the ethos of the school. They demonstrate enthusiasm for working with children and young people and for teaching and learning. They are reliable in encouraging pupils to participate and contribute in an atmosphere conducive to learning. They consistently set high expectations of pupils in their different training contexts. They are well respected by learners and effectively promote pupils resilience, confidence and independence when tackling challenging activities. As a result of this most learners are enthused and motivated to participate. They constantly encourage pupils to participate and contribute in an atmosphere highly conducive to learning. They consistently set high expectations of pupils in different training contexts. There are high levels of mutual respect between the student teacher and pupils. They are very effective in promoting learners resilience, confidence and independence when tackling challenging activities. They generate high levels of enthusiasm, participation and commitment to learning. 142

143 Teachers Standard 2: Be accountable for attainment, progress and outcomes of the pupils Unsatisfactory - student teacher is failing to make satisfactory progress towards meeting this standard All student teachers to be awarded QTS will have demonstrated as a minimum that: They understand how teachers are accountable for the attainment, progress and outcomes of pupils and have taken some responsibility for this with guidance from the usual class teacher or other professional. Their short- and medium-term planning and teaching demonstrate some understanding of, and provision for, pupil progression taking into account prior achievement. They support pupils in reflecting on their learning and identifying their progress and emerging learning needs. When planning lessons they devise suitable opportunities for learners to evaluate and improve their performance. They are able to explain how effective teaching strategies are informed by an understanding of how pupils learn and offer a rationale for choices made in the context of practice. They plan teaching and learning activities that encourage independent and autonomous learning. As a consequence all groups of pupils make at least satisfactory progress. Student teachers achieving the standards at a good level may demonstrate these characteristics: They assume responsibility for the attainment, progress and outcomes of the pupils they teach. They demonstrate a sound understanding of the need to develop pupil learning over time. Their short- and medium-term planning consistently takes into account the prior learning of the pupils. They regularly provide pupils with the opportunity to reflect on their own learning and use this, along with other forms of assessment, to inform their future planning and teaching. They use their knowledge of effective teaching strategies to encourage independent learning, and they set appropriately challenging tasks that enable the learners to make progress. As a result the majority of pupils make good progress. Student teachers achieving the standards at a high level may demonstrate these characteristics: They assume a high level of responsibility for the attainment progress and outcomes of the pupils they teach. They demonstrate confident judgement in planning for pupil progression both within individual lessons and over time and are able to articulate a clear and welljustified rationale as to how they are building on prior achievement. They actively promote engaging and effective methods that support pupils in reflecting on their learning. They are able to set appropriately challenging tasks, drawing on a sound knowledge of the pupils prior attainment, which has been obtained through systematic and accurate assessment. They regularly create opportunities for independent and autonomous learning. As a result the majority of pupils make very good progress. 143

144 Teachers Standard 3: Demonstrate good subject and curriculum knowledge Unsatisfactory - student teacher is failing to make satisfactory progress towards meeting this standard All student teachers to be awarded QTS will have demonstrated as a minimum that: They have sufficiently secure knowledge and understanding of the relevant subject/curriculum areas to teach effectively in the age phase for which they are training to teach. They know how learning progresses within and across the subject/curriculum age phases they are training to teach, in relation to the development of key concepts and of learners common misconceptions. They are able to respond appropriately to subject-specific questions learners ask and they use subject-specific language accurately and consistently in order to help learners develop knowledge, understanding and skills in the subject. They recognise the need to extend and update their subject and pedagogical knowledge as a key element of continuing professional development and have shown the ability and readiness to do so. They demonstrate an understanding of the need to promote high standards of communication, reading and writing for all learners and begin to build this into lessons. Student teachers achieving the standards at a good level may demonstrate these characteristics: They have well-developed knowledge and understanding of the relevant subject/curriculum areas they are training to teach and use this effectively to maintain and develop pupils interest. They make good use of their secure curriculum and pedagogical subject knowledge to deepen learners knowledge and understanding, addressing common errors and misconceptions effectively in their teaching. They are critically aware of the need to extend and update their subject, curriculum and pedagogical knowledge and know how to employ appropriate professional development strategies to further develop these in their early career. They model good standards of written and spoken communication in all professional activities and encourage and support learners to develop these skills in their lessons. Student teachers achieving the standards at a high level may demonstrate these characteristics: They draw on their in-depth subject and curriculum knowledge to plan confidently for progression and to stimulate and capture pupils interest. They demonstrate very welldeveloped pedagogical subject knowledge, by anticipating common errors and misconceptions in their planning. They are astutely aware of their own development needs in relation to extending and updating their subject, curriculum and pedagogical knowledge in their early career and have been proactive in developing these effectively during their training. They model very high standards of written and spoken communication in all professional activities. They successfully identify and exploit opportunities to develop learners skills, in communication, reading and writing. 144

145 Teachers Standard 4: Plan and teach well-structured lessons Unsatisfactory - student teacher is failing to make satisfactory progress towards meeting this standard All student teachers to be awarded QTS will have demonstrated as a minimum that: They employ a range of teaching strategies and resources. They plan individual lessons that are appropriately structured to support pupils in developing their knowledge, skills, understanding, interest and positive attitudes. When teaching they maintain the pace of the learning, are able to respond flexibly to what is happening in the classroom and have the confidence to adapt their teaching in order to respond to the needs of the learners. They can create an environment in which the learners are usually engaged. They understand how homework or other out-of-class work can sustain learners progress and consolidate learning, and can design and set appropriate tasks. They review and reflect on their own planning and teaching to prepare future activities and tasks that build on and sustain progression in pupils learning. They work collaboratively with more experienced colleagues, where appropriate, to adapt and/or develop the school s medium-term plans, schemes of work, and curriculum frameworks, Student teachers achieving the standards at a good level may demonstrate these characteristics: They show a willingness to try out a range of approaches to teaching and learning. They plan lessons that take account of the needs of groups of learners and individuals, through the setting of differentiated learning outcomes, carefully matching teaching and learning activities and resources to support learners in achieving these intended learning outcomes. They know how to learn from both successful and less effective lessons through their systematic evaluation of the effectiveness of their practice, including its impact on learners. They make a positive contribution to the development of curriculum and resources in their placement settings. Student teachers achieving the standards at a high level may demonstrate these characteristics: They plan lessons that often use well-chosen, imaginative and creative strategies, and that match individuals needs and interests. They are highly reflective in critically evaluating their practice. They can accurately judge the impact of their practice on individual and groups of learners and can use their evaluation to inform future planning, teaching and learning. They show initiative in contributing to curriculum planning and developing and producing effective learning resources in their placement settings. 145

146 Teachers Standard 5: Adapt teaching to respond to the strengths and needs of all pupils Unsatisfactory - student teacher is failing to make satisfactory progress towards meeting this standard All student teachers to be awarded QTS will have demonstrated as a minimum that: They know the pupils well enough to recognise the different needs and strengths of individuals and groups and begin to adapt their teaching to address those needs and strengths so that learners are supported towards achieving their potential. They are aware of a range of factors that are potential barriers to achievement and understand how experienced teachers use a range of strategies to reduce these barriers. They begin to deploy these strategies themselves, working alongside experienced teachers and support staff as appropriate. They show awareness of how children and young people develop and take account of this in their teaching. They have some understanding of the challenges and opportunities of teaching in a diverse society. They have a developing understanding of the needs of all pupils and are able to articulate distinctive teaching approaches and strategies needed to engage and support pupils with particular needs, including EAL and SEND. When the opportunity has arisen they have used these successfully and are able to evaluate the impact of the adaptations employed, on the progress of individual learners. Student teachers achieving the standards at a good level may demonstrate these characteristics: They consistently adapt their teaching to meet the needs of individual and groups of learners to support progression in learning. They know how to secure progress for learners and how to identify when groups and individuals have made progress. They have a range of effective strategies that they can apply to reduce barriers and respond to the strengths and needs of their pupils. They clearly recognise how to deal with any potential barriers to learning through their application of well-targeted interventions and the appropriate deployment of available support staff. Student teachers achieving the standards at a high level may demonstrate these characteristics: They quickly and accurately discern their learners strengths and needs and are proactive in differentiating and employing a range of effective intervention strategies to secure progression for individuals and groups. They have an astute understanding of how effective different teaching approaches are in relation to impact on learning and engagement of learners 146

147 Teachers Standard 6: Make accurate and productive use of assessment Unsatisfactory - student teacher is failing to make satisfactory progress towards meeting this standard All student teachers to be awarded QTS will have demonstrated as a minimum that: They have a secure understanding of the statutory assessment requirements for the subject/curriculum in the age phases they are preparing to teach and are able to make broadly accurate assessments against national benchmarks. Their planning is characterised by the use of a range of formative and summative assessment strategies, designed to support pupils in making progress. They deploy these strategies effectively in lessons, both to evaluate the impact of teaching on the progress of learners and as a basis for modifying their teaching and classroom practice when necessary. They understand how school- and pupil-level summative data are used to set targets for groups and individuals, and they use that knowledge to monitor progress in the groups they teach. With guidance from experienced teachers, they monitor pupil progress and maintain accurate records, setting new targets for individuals and groups. They mark pupils work constructively and provide appropriate oral feedback to pupils to help them to make progress. Student teachers achieving the standards at a good level may demonstrate these characteristics: They are able to assess pupils attainment accurately against national benchmarks. They employ a range of appropriate formative assessment strategies effectively and can adapt their teaching within lessons in light of pupils responses. They maintain accurate records of pupils progress and use these to set appropriately challenging targets. They assess learners progress regularly and accurately and discuss assessments with them so that learners know how well they have done and what they need to do to improve. Student teachers achieving the standards at a high level may demonstrate these characteristics: They can confidently and accurately assess pupils attainment against national benchmarks. They use a range of assessment strategies very effectively in their day-to-day practice to monitor progress and to inform future planning. They systematically and effectively check learners understanding throughout lessons, anticipating where intervention may be needed and do so with notable impact on the quality of learning. They assess learners progress regularly and work with them to accurately target further improvement and secure rapid progress. 147

148 Teachers Standard 7: Manage behaviour effectively to ensure a good and safe learning environment Unsatisfactory - student teacher is failing to make satisfactory progress towards meeting this standard All student teachers to be awarded QTS will have demonstrated as a minimum that: They work within the school s framework for behaviour and can apply rules and routines consistently and fairly. They have high expectations and are aware of the range of strategies that experienced teachers use to promote positive behaviour. They are able to apply these appropriately, in the context of the schools policy using sanctions and rewards, including praise, in order to create an environment supportive of learning. They understand when to seek additional support in addressing the needs of pupils where significantly challenging behaviour is demonstrated. They recognise that planning appropriate lessons that challenge learners, teaching using a variety of strategies that address pupils needs and employing appropriate assessment strategies will all contribute to successful behaviour management. They show understanding of how barriers to learning can impact on pupil behaviour and have begun to apply strategies to address these, working alongside experienced teachers and support staff as appropriate. They understand that behaviour management is context-dependent and are able to articulate which factors may contribute to more challenging behaviour being exhibited within their classes. Student teachers achieving the standards at a good level may demonstrate these characteristics: They work within the school s framework for behaviour and apply rules and routines consistently and fairly. They consistently have high expectations and understand a range of strategies that experienced teachers use to promote positive behaviour and apply these effectively, including use of school sanctions and rewards, and use of praise, in order to create an environment supportive of learning. They manage behaviour effectively so that learners demonstrate positive attitudes towards the teacher, their learning and each other allowing lessons to flow smoothly so that disruption is unusual. They actively seek additional support in addressing the needs of pupils where significantly challenging behaviour is demonstrated. Student teachers achieving the standards at a high level may demonstrate these characteristics: They rapidly adapt to the different circumstances in which they train, working confidently within the frameworks established in different settings and applying rules and routines consistently and fairly. They consistently have high expectations and understand a range of strategies that experienced teachers use to promote positive behaviour and apply these very effectively, including use of school sanctions and rewards, and use of praise, in order to create an environment highly supportive of learning. They manage pupil behaviour with ease so that learners display very high levels of engagement, courtesy, collaboration and cooperation. They actively seek additional support in addressing the needs of pupils where significantly challenging behaviour is demonstrated. 148

149 Teachers Standard 8: Fulfil wider professional responsibilities Unsatisfactory - student teacher is failing to make satisfactory progress towards meeting this standard All student teachers to be awarded QTS will have demonstrated as a minimum that: They understand and are able to support the ethos of the school and show an inclination to contribute to the wider life of the school in appropriate ways. They can build effective professional relationships with various colleagues and have the skills required to work collaboratively. They communicate with and direct any support staff deployed in their lessons, to assist in supporting the progress and achievement of individuals and of groups of pupils. They understand when to ask for information and advice from specialist staff about individual pupils with specific needs. They seek out and are responsive to advice from more experienced colleagues. In evaluating their own practice they are able to identify subsequent or ongoing personal professional development targets and identify opportunities to address and meet these targets. They recognise the importance of communicating with parents and carers in supporting pupils achievement and monitoring pupils well-being. They communicate effectively at set points in the school year, including at parents evenings and through written reports. They understand the need to communicate at other points in response to individual pupils emergent needs. Student teachers achieving the standards at a good level may demonstrate these characteristics: They are proactive in seeking out opportunities to contribute to the wider life and ethos of the school. They are effective in building good professional relationships with colleagues and demonstrate that they can work well collaboratively when required to do so. They take responsibility for deploying support staff in their lessons and for seeking advice from relevant professionals in relation to pupils with individual needs. They are proactive in relation to their own professional learning and value the feedback they receive from more experienced colleagues, using it to develop their own teaching further. They communicate effectively, both verbally and in writing, with parents and carers in relation to pupils achievements and wellbeing. They assume some responsibility for doing so in response to individual pupils emergent needs. Student teachers achieving the standards at a high level may demonstrate these characteristics: They are proactive in seeking out opportunities to contribute in a significant way to the wider life and ethos of the school. They build strong professional relationships and demonstrate that they are able to work collaboratively with colleagues on a regular basis. They take responsibility for deploying support staff in their lessons and for seeking advice from relevant professionals in relation to pupils with individual needs. They deliberately seek out opportunities to develop their own professional learning and respond positively to all the feedback they receive. They communicate very effectively, both verbally and in writing, with parents and carers in relation to pupils achievements and well-being when required to do so formally, but are also proactive in communicating in relation to individual pupils emergent needs 149

150 The Profile Summary: Part 1 (Teaching) Please use the descriptors above as the guide to decide a best fit overall grade for the student teacher for each Standard. To achieve QTS student teachers must demonstrate that they have attained the minimum grade for each of the eight Teachers' Standards and met the requirements in part 2 of the Teachers' Standards. If a student teacher is making unsatisfactory progress towards meeting any Standard, then he/she cannot be awarded the minimum level for that standard. If a student teacher has made unsatisfactory progress in one or more of the Teachers Standards, his/her progress to the next phase of the course will be reviewed on an individual basis. Name: Standard TS1 TS2 TS3 TS4 TS5 TS6 TS7 TS8 Final best-fit overall grade Student teacher interim grade Foundation Phase Developmental Phase Consolidation Phase Final grades Student teacher Student teacher Student teacher Student teacher Student end of phase interim grade end of phase interim grade teacher end of grade grade course grade End of final placement grades for each TS Please sign and date to indicate that a discussion of these assessments has taken place at the interim stage and end of each Phase: Foundation phase Developmental phase Consolidation phase Mentor Student teacher PCM HEI tutor/link tutor 150

151 The Profile Summary: Part 2 (Personal and Professional Conduct) A teacher is expected to demonstrate consistently high standards of personal and professional conduct. The following statements define the behaviour and attitudes which set the required standard for conduct throughout a teacher s career. Teachers uphold public trust in the profession and maintain high standards of ethics and behaviour, within and outside school, by: treating pupils with dignity, building relationships rooted in mutual respect, and at all times observing proper boundaries appropriate to a teacher s professional position having regard for the need to safeguard pupils well-being, in accordance with statutory provisions showing tolerance of and respect for the rights of others not undermining fundamental British values, including democracy, the rule of law, individual liberty and mutual respect, and tolerance of those with different faiths and beliefs ensuring that personal beliefs are not expressed in ways which exploit pupils vulnerability or might lead them to break the law. Teachers must have proper and professional regard for the ethos, policies and practices of the school in which they teach, and maintain high standards of attendance and punctuality. Teachers must have an understanding of, and always act within, the statutory frameworks which set out their professional duties and responsibilities. All student teachers to be awarded QTS will have demonstrated high standards of professional behaviour and that: They have a commitment to the teaching profession, and are able to develop appropriate professional relationships with colleagues and pupils. They have regard to the need to safeguard pupils well-being, in accordance with statutory provisions. They understand that by law that schools are required to teach a broad and balanced curriculum and they are beginning to develop learners wider understanding of social and cultural diversity. They are willing to assume an appropriate degree of responsibility for the implementation of workplace policies in the different settings in which they have trained. They adhere to school policies and practices, including those for attendance and punctuality. They have a broad understanding of their statutory professional responsibilities, including the requirement to promote equal opportunities and to provide reasonable adjustments for pupils with disabilities, as provided for in current equality legislation. They are aware of the professional duties of teachers as set out in the statutory documentation. Confirmation that the student teacher has demonstrated appropriate evidence. Foundation Phase Development Phase Consolidation Phase Interim Stage End of Phase Interim Stage End of Phase Interim Stage End of Phase Yes/No Signature Comment (either on exceptional performance or any issues arising) Days absent 151

152 The Profile Teachers Standard S1 Set high expectations which inspire, motivate and challenge pupils Student teacher's self-assessment rationale (including direct reference to appropriate evidence and where this can be found): Mentor's assessment and rationale: Mentor/student teacher agreed grade Interim Assessment (Foundation/Developmental/Consolidation) Here a detailed rationale is expected with an indication of the grade for meeting the standard. Grade: H G M U Grade H G M U Grade H G M U End of Phase Assessment (Foundation/Developmental/Consolidation) Here you may continue with the issues raised/discussed at the interim assessment point and/or indicate progress made against targets set, challenges overcome etc. Indicate end of phase grade for meeting the standard. Grade Grade: H G M U H G M U Grade H G M U Targets (to be set at a joint meeting) for: End of Phase: Next Phase i.e. Developmental/Consolidation: Strengths and Distinctiveness: Name: 152

153 Teachers Standard S2 Promote good progress and outcomes by pupils Student teacher's self-assessment rationale (including direct reference to appropriate evidence and where this can be found): Mentor's assessment and rationale: Mentor/student teacher agreed grade Interim Assessment (Foundation/Developmental/Consolidation) Here a detailed rationale is expected with an indication of the grade for meeting the standard. Grade: H G M U Grade H G M U Grade H G M U End of Phase Assessment (Foundation/Developmental/Consolidation) Here you may continue with the issues raised/discussed at the interim assessment point and/or indicate progress made against targets set, challenges overcome etc. Indicate end of phase grade for meeting the standard. Grade Grade: H G M U H G M U Grade H G M U Targets (to be set at a joint meeting) for: End of Phase: Next Phase i.e. Developmental/Consolidation: Strengths and Distinctiveness: 153

154 Teachers Standard S3 Demonstrate good subject and curriculum knowledge Student teacher's self-assessment rationale (including direct reference to appropriate evidence and where this can be found): Mentor's assessment and rationale: Mentor/student teacher agreed grade Interim Assessment (Foundation/Developmental/Consolidation) Here a detailed rationale is expected with an indication of the grade for meeting the standard. Grade: H G M U Grade H G M U Grade H G M U End of Phase Assessment (Foundation/Developmental/Consolidation) Here you may continue with the issues raised/discussed at the interim assessment point and/or indicate progress made against targets set, challenges overcome etc. Indicate end of phase grade for meeting the standard. Grade Grade: H G M U H G M U Grade H G M U Targets (to be set at a joint meeting) for: End of Phase: Next Phase i.e. Developmental/Consolidation: Strengths and Distinctiveness: 154

155 Teachers Standard S4 Plan and teach wellstructured lessons Student teacher's self-assessment rationale (including direct reference to appropriate evidence and where this can be found): Mentor's assessment and rationale: Mentor/student teacher agreed grade Interim Assessment (Foundation/Developmental/Consolidation) Here a detailed rationale is expected with an indication of the grade for meeting the standard. Grade: H G M U Grade H G M U Grade H G M U End of Phase Assessment (Foundation/Developmental/Consolidation) Here you may continue with the issues raised/discussed at the interim assessment point and/or indicate progress made against targets set, challenges overcome etc. Indicate end of phase grade for meeting the standard. Grade Grade: H G M U H G M U Grade H G M U Targets (to be set at a joint meeting) for: End of Phase: Next Phase i.e. Developmental/Consolidation: Strengths and Distinctiveness: 155

156 Teachers Standard S5 Adapt teaching to respond to the strengths and needs of all pupils Student teacher's self-assessment rationale (including direct reference to appropriate evidence and where this can be found): Mentor's assessment and rationale: Mentor/student teacher agreed grade Interim Assessment (Foundation/Developmental/Consolidation) Here a detailed rationale is expected with an indication of the grade for meeting the standard. Grade: H G M U Grade H G M U Grade H G M U End of Phase Assessment (Foundation/Developmental/Consolidation) Here you may continue with the issues raised/discussed at the interim assessment point and/or indicate progress made against targets set, challenges overcome etc. Indicate end of phase grade for meeting the standard. Grade Grade: H G M U H G M U Grade H G M U Targets (to be set at a joint meeting) for: End of Phase: Next Phase i.e. Developmental/Consolidation: Strengths and Distinctiveness: 156

157 Teachers Standard S6 Make accurate and productive use of assessment Student teacher's self-assessment rationale (including direct reference to appropriate evidence and where this can be found): Mentor's assessment and rationale: Mentor/student teacher agreed grade Interim Assessment (Foundation/Developmental/Consolidation) Here a detailed rationale is expected with an indication of the grade for meeting the standard. Grade: H G M U Grade H G M U Grade H G M U End of Phase Assessment (Foundation/Developmental/Consolidation) Here you may continue with the issues raised/discussed at the interim assessment point and/or indicate progress made against targets set, challenges overcome etc. Indicate end of phase grade for meeting the standard. Grade Grade: H G M U H G M U Grade H G M U Targets (to be set at a joint meeting) for: End of Phase: Next Phase i.e. Developmental/Consolidation: Strengths and Distinctiveness: 157

158 Teachers Standard S7 Manage behaviour effectively to ensure a good and safe learning environment Student teacher's self-assessment rationale (including direct reference to appropriate evidence and where this can be found): Mentor's assessment and rationale: Mentor/student teacher agreed grade Interim Assessment (Foundation/Developmental/Consolidation) Here a detailed rationale is expected with an indication of the grade for meeting the standard. Grade: H G M U Grade H G M U Grade H G M U End of Phase Assessment (Foundation/Developmental/Consolidation) Here you may continue with the issues raised/discussed at the interim assessment point and/or indicate progress made against targets set, challenges overcome etc. Indicate end of phase grade for meeting the standard. Grade Grade: H G M U H G M U Grade H G M U Targets (to be set at a joint meeting) for: End of Phase: Next Phase i.e. Developmental/Consolidation: Strengths and Distinctiveness: 158

159 Teachers Standard S8 Fulfil wider responsibilities Student teacher's self-assessment rationale (including direct reference to appropriate evidence and where this can be found): Mentor's assessment and rationale: Mentor/student teacher agreed grade Interim Assessment (Foundation/Developmental/Consolidation) Here a detailed rationale is expected with an indication of the grade for meeting the standard. Grade: H G M U Grade H G M U Grade H G M U End of Phase Assessment (Foundation/Developmental/Consolidation) Here you may continue with the issues raised/discussed at the interim assessment point and/or indicate progress made against targets set, challenges overcome etc. Indicate end of phase grade for meeting the standard. Grade Grade: H G M U H G M U Grade H G M U Targets (to be set at a joint meeting) for: Strengths and Distinctiveness: End of Phase: Next Phase i.e. Developmental/Consolidation: 159

160 160

161 SECTION 9 Blank Proformas MEDIUM TERM PLANNING SCHOOL:... Year Group:...TERM:... SUBJECT:... Week Objectives (PoS) Key Questions Success Criteria Teaching Learning Strategies Assessment Opportunities Evaluation Technical vocabulary, particularly any grammatical terms and necessary translations for early language learners (ELL) of English: ICT: Resources: 161

162 WEEKLY OVERVIEW Weekly Plan Week beginning: Time Monday Tuesday Wednesday Thursday Friday Break Lunch 162

163 MATHEMATICS LESSON PLAN National Curriculum areas (Type out in full) Previous experience (Where does this lesson fit into broader medium term plans?) Class/Group: Date: Length: Specific learning intentions (The language must be accessible to pupils) Mental and Oral Starter: Related success criteria: Main Part of Lesson: Relevant information from previous assessments: (Data that has informed your planning) Subject knowledge (SK) (Attach necessary SK sheets or key points that will require special attention) Technical vocabulary (subject specific words and phrases, inc. any translated words for early bilingual learners) LESSON PROGRESSION Mental and Oral Starter Approx Timings Key Questions (inc. a range of questions for all learners) Approx. timings Main Part of Lesson - Introduction and context Key questions (inc. a range of questions for all learners) Development phases Plenary Differentiation (inc. ways to support lower attainers, pupils with SEND, more able pupils and bilingual learners) Behaviour management strategies: Assessment of learning intentions (focus areas): Evaluation of pupils achievements ICT: How will it support and enhance learning? Who? What? How? Ways forward: (How will this lesson inform subsequent lessons? Homework if applicable) Resources and adult support: 163

164 ENGLISH AND GENERAL LESSON PLAN NB: See SSP support booklet for 4 part lesson plan structure. This template expands so please type your lesson plan. National Curriculum areas (Type out in full or cut and paste) Class: Subject: Previous experience (Where does this lesson fit into broader medium term plans and objectives?) Date: Times of lesson: Specific learning intentions (The language must be accessible to pupils and shared with them) Success criteria: Relevant information from previous assessments: (Data that has informed your planning) Subject knowledge (SK) (Attach necessary SK sheets or key points that will require special teaching attention) Technical vocabulary (subject specific words and phrases, inc. any translated words for early bilingual learners and grammatical terminology) LESSON PROGRESSION AND SEQUENCE Approx. Introduction and context timings KEY QUESTIONS Development phases Plenary Differentiation (inc. ways to support lower attainers, pupils with SEND, more able pupils and bilingual learners) Behaviour for Learning strategies: Assessment of learning intentions (focus areas): Evaluation of pupils achievements ICT: How will it support and enhance learning? Who? (names or initials) What? How? (Will additional adults support with assessment?) Ways forward: (How will this lesson inform subsequent lessons? Homework if applicable) Resources and adult support: Who? Their role at different phases? 164

165 ASSESSMENT TRAIL CHECKLIST FILE 1 Curriculum Plans Have I planned in an assessment of a key learning objective in maths, science and each PoS in English? (to be undertaken with profile pupil/s) Weekly Plans Have I identified exactly whom I will assess during the week? Daily Lesson Plans Have I stated clearly what I will assess, whom I will assess and how I will assess them? FILE 2 SECTION A - Individual Profiles (Profile and focus pupils) Have I undertaken a Number Conference for profile pupil/s? Have I included a summative report for profile pupil/s? Have I included assessment evidence for my selected key learning objectives in maths, science and in English each week? Have I drawn upon a range of assessment tools? SECTION B Whole Class Records Have I set this up for the core subjects, in consultation with my class teacher? Have I included all English focus group assessments? Have I gained experience of SATs or optional tests? Have I attended a parent s consultation? Am I giving regular oral & written feedback? Am I discussing pupils progress with the class teacher? SECTION C Meeting the Standards Have I completed my weekly training sheet? Have I discussed the Training Task Schedule with my school based mentor? Have I regularly reviewed my current training position in relation to the Standards? 165

166 KEY LEARNING OBJECTIVES PLANNER This form can be used each week to plan assessments for focus groups (DSE) and the whole class (CSE) SUBJECT: MATHS Date Key Learning Objective Assessment (what, who, how?) SUBJECT: SCIENCE Date Key Learning Objective Assessment (what, who, how?) SUBJECT: ENGLISH/READING (inc SSP) Date Key Learning Objective Assessment (what, who, how?) SUBJECT: ENGLISH/WRITING (inc the teaching of grammar, punctuation and spelling) Date Key Learning Objective Assessment (what, who, how?) SUBJECT: ENGLISH/SPEAKING AND LISTENING (inc drama and role play) Date Key Learning Objective Assessment (what, who, how?) 166

167 FOCUS GROUP ASSESSMENT RECORD This form is used to record assessment notes when working with any group of pupils in a variety of activities. (i.e. group reading, a group discussion about a science investigation, a maths investigation) Group: Assessment Focus Points: Date: Subject: Names Comments Ways Forward: 167

168 ANNOTATION SHEET This sheet can be used to record assessment notes, alongside a pupil s piece of work, or when there is no other physical evidence. (i.e. a maths game, discussion ) We recognise that some pupils with SEND may struggle to provide concrete written evidence so it maybe that a photograph of their activity is included (e.g. writing in the sand). Name: Year: Date: Subject: Context (Details of task set, circumstances in which it was done and teacher intervention) Relevant Information (Information regarding pupil s progress/achievement) Analysis/Level (Specific features of the sample that show what the pupil has achieved/level at which working) Progression: (Note specific focus needed for pupil progression) 168

169 WHOLE CLASS TRACKING RECORD (CORE SUBJECTS) Subject/Activity: Name Marking code 169

170 DSE - ASSESSMENT CHECKLIST Profile Pupil (with SEND) Week 1 Week 2 Week 3 Week 4 Week 5 Week 6 Week 7 English (to include writing, reading, speaking and listening and SSP where relevant) Mathematics Science (18 pieces of assessment) Focus pupils Pupil A Pupil B Pupil C Pupil D Pupil E Reading Writing Speaking & listening Mathematics Science (25 pieces of assessment) 170

171 CSE CONSOLIDATION PHASE - ASSESSMENT CHECKLIST Profile Pupils Wk1 Pupil 1 Pupil 2 Pupil 3 Pupil 4 English (to include SSP, reading, writing, speaking and listening) Mathematics Science English (to include SSP, reading, writing, speaking and listening) Mathematics Science English (to include SSP, reading, writing, speaking and listening) Mathematics Science English (to include SSP, reading, writing, speaking and listening) Mathematics Science Wk2 Wk3 Wk4 Wk5 Wk6 Wk7 Wk8 Wk9 Summative Report Number conference EAL task Pupil 171

172 CSE Assessment Checklist continued Whole Class assessments S & L Reading (inc SSP) Writing Mathematics Science 172

173 FOCUS PLAN Student name: Mentor: School: Year group: It has been identified that you may not reach the Teachers' Standards by the end of this School Experience. The following focus plan (completed) will enable you to work towards making the progress required for passing the School Experience. Targets (linked to the Teachers' Standards) Actions Support available from: Target date Specific success criteria Signed by Student: Signed by Mentor or class teacher: Signed by Link Tutor: Date: Date: Date: 173

174 LESSON OBSERVATION PROFORMA (student observing experienced teacher) Observing Teaching and Learning Where available, include a copy of any notes/plans provided by the teacher for the lesson Date/time: Class/age/teacher Which aspects of the National Curriculum are being addressed? Be specific please. What are the key learning objectives for the lesson? How are the children going to be assessed? Respond under these headings please. What evidence of learning is there to demonstrate progression over the lesson? Note any feedback given to the children on their learning (this can be informal or formal feedback) How does the teacher record pupil learning over the lesson or series of linked lessons? What resources are being used? Where are they from? How are they organised? (Classroom, central school stock, on loan, specially prepared, etc.)? How is the teacher differentiating to meet children s individual needs? Are there targets set for particular pupils or groups? Are any children on IEPs? How are the needs of pupils with EAL being met? What other staff are involved in the lesson? What are/have been their roles? How did the teacher communicate with additional staff? What behaviour management strategies were used? (Rewards and sanctions) Make notes as appropriate on the following, relating your own learning needs and targets, using sub-headings where necessary (please use additional sheets as necessary) Classroom organisation for the lesson; starting the lesson; managing transitions; questioning and other teacher talk, such as facilitating strategies for speaking and listening; teaching strategies, including interactive techniques; the plenary; clearing up and finishing the lesson. Note here any questions you would like to ask, or points for clarification, and record the outcomes of any discussion with the teacher following the lesson. 174

175 SECTION 10- Examples of Completed Proformas 175

176 Initial Teacher Education Lesson Feedback Record Documents to be provided in advance by the student teacher Lesson plan (to be annotated on by observer) Resources (as appropriate) Information on pupils with SEND and EAL Seating plan (as appropriate) Copy of Teachers Standards Name A Student School Brunel Primary Subject area Mathematics Date of feedback 10 th May 2015 Time of lesson am Lesson in 3 of 5 on Data Handling sequence/unit Observer L Tutor Key stage and year KS2, Y4 group Teaching space Room 4H Number of pupils 30 Teachers Standards foci (the number to be determined by the individual student s learning needs) Weekly learning record foci (to appear in all lessons this Lesson specific foci week) TS2 Ensure that you have planned appropriate TS6 Balancing focused questioning with more openended questions activities to stretch your most able pupils TS4 Use of assessment to inform planning TS TS TS TS TS Summary comments on pupil progress and achievement in relation to intended learning and the contribution of teaching to this TS1 Explanation of purpose of activity at the outset was of great benefit in motivating children, which was also reinforced during the plenary. TS2 Children responded well to task was this challenging enough for the most able children? Consider questioning aimed at interpreting graphs. TS3 The children I spoke to were very clear about why they were doing the task. Strengths (please use the Teachers Standards foci above and the attached descriptors for high quality lessons to help with the identification of strengths in the lesson) TS3 Stimulating introduction, which drew upon children s own interests Good grasp of key elements of collecting and representing data. TS6 Some good questioning focused on key points Consider more open-ended questioning to allow children to respond more fully. Task explained concisely TS5 Appropriate use of visual clues to support pupils with EAL Great use of ICT to demonstrate interpretation of graphs Agreed targets and action to be taken (please use the Teachers Standards foci above and the attached descriptors for high quality lessons to help write these targets and actions) TS2 Ensure that you have planned appropriate activities to stretch your most able pupils I will discuss my extension activity for tomorrow s lesson with Mrs A to ensure most able children are stretched. TS6 Evidence of use of assessment to inform planning I will make sure that my tracking records get up to date by the weekend so that I am able to use those assessments to inform planning. TS4 Balancing focused questioning with more open-ended questions. I will start writing a list of open-ended questions I intend to ask during lessons, on my lesson plan. 176

177 Initial Teacher Education Lesson Feedback Record Documents to be provided in advance by the student teacher Lesson plan (to be annotated on by Resources (as appropriate) observer) Information on pupils with SEND and EAL Seating plan (as appropriate) Copy of Teachers Standards Name A Student School Brunel Primary Subject area English Date of feedback 10 th May 2015 Time of lesson am Lesson in 2 of 3 on Non-fiction books sequence/unit Observer L Tutor Key stage and year KS1, Y2 group Teaching space Room 2H Number of pupils 30 Teachers Standards foci (the number to be determined by the individual student s learning needs) Weekly learning record foci (to appear in all lessons this Lesson specific foci week) The smooth running of transition times within the TS5 Meet the needs of your more able pupils, particularly English Hour (next English lesson) x (immediate, discuss with class teacher). Revise your own subject knowledge in respect of TS phonic progression (short term, discussion with English co-ordinator. Long term, read around the subject) TS7 TS3 TS TS Summary comments on pupil progress and achievement in relation to intended learning and the contribution of teaching to this TS2 You questioned children about their prior learning- good! The group work was differentiated appropriately. There are some very able pupils in this class. Do you think you are meeting their needs successfully? We will discuss strategies for this. TS5 We were ed about x who finished his task after five minutes. TS3 Could you have made more of the Big Book to reinforce children s phonic knowledge, e.g. vowel digraph ea occurred several times. TS TS Strengths (please use the Teachers Standards foci above and the attached descriptors for high quality lessons to help with the identification of strengths in the lesson) TS4 Your lesson plan was clearly linked to the Primary English Framework of Objectives. The introduction was stimulating and you modelled a range of strategies for interrogating the text well. Effective use of differentiated questioning was in evidence throughout. TS2 The pace was brisk and care was taken to make sure that the children understood how your learning intentions were being met. How do you think you could have used the plenary session to probe understanding more fully? TS5 Effective use of sequencing activity on IWB to support the EAL learners Agreed targets and action to be taken (please use the Teachers Standards foci above and the attached descriptors for high quality lessons to help write these targets and actions) TS7 The smooth running of transition times within the English Hour (next English lesson) TS3 Revise your own subject knowledge in respect of phonic progression (short term, discussion with English co-ordinator. Long term, read around the subject) TS5 Meet the needs of your more able pupils, particularly x (immediate, discuss with class teacher). I was pleased with the children s enthusiasm in planning their group investigations. The differentiated recording sheets were a useful support for them. I will continue to try to stretch the more able and to identify individual learning targets for the children. 177

178 Initial Teacher Education Lesson Feedback Record Documents to be provided in advance by the student teacher Lesson plan (to be annotated on by observer) Resources (as appropriate) Information on pupils with SEND and EAL Seating plan (as appropriate) Copy of Teachers Standards Name A Student School Brunel Primary Subject area Science Date of feedback 10 th May 2015 Time of lesson pm Lesson in sequence/unit 4 of 5 on Plant Growth Observer L Tutor Key stage and year group KS2, Y3 Teaching space Room 3H Number of pupils 30 TS4 TS5 TS TS Teachers Standards foci (the number to be determined by the individual student s learning needs) Weekly learning record foci (to appear in all lessons this week) Lesson specific foci Encourage children to become more independent TS1,4 Communicate high expectations, enthusiasm and and take the initiative in investigative work passion for the subject Ensure that all pupils are making good progress TS and developing and using new skills TS TS Summary comments on pupil progress and achievement in relation to intended learning and the contribution of teaching to this TS4 The children were very enthusiastic in contributing their knowledge and ideas gained from earlier sessions. The work was differentiated to meet the majority of needs in the class. TS5 The higher ability children would have benefited from a less structured planning sheet. TS5 Further consideration could have been given to recording methods for children with EAL learners. TS3 The recording sheet for the less able was carefully prepared (good use of visual representations). However, what we did is a more appropriate term to adopt than method and what we found rather than results ; alternatively, use both terms together. TS4 Consider effective ways of employing the two classroom computers (as these are a valuable resource). Strengths (please use the Teachers Standards foci above and the attached descriptors for high quality lessons to help with the identification of strengths in the lesson) TS4 Learning intentions and success criteria were very clearly explained. TS2 You built on prior knowledge effectively from last week s session. A good range of open and closed questioning (consider stretching the more able). TS3 Your strong subject knowledge is clearly evident. TS4 An enthusiastic approach was adopted where science was linked to everyday life examples. Good use of the interactive whiteboard to help structure the investigations. Encourage the children to interact when using the IWB. TS4 However, the children might have maintained even greater focus had they started on their own group planning sooner. Agreed targets and action to be taken (please use the Teachers Standards foci above and the attached descriptors for high quality lessons to help write these targets and actions) 1. Identifying individual learning targets in relation to the children s achievements. 2. Use class computers to support pupils learning. 3. Continue to use a wider range of scientific questions to challenge the more able pupils 1. Refer and utilise the class teacher s science curricular targets 2. Plan for use of ICT on class computers (explore use of websites, CDROMs etc.) 3. Liaise with Gifted and Talented coordinator for suitable resources and strategies. 178